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Abstract
This article explores undergraduates’ efforts to engage in scientific argumentation during exam settings. Thirteen undergraduate students enrolled in an environmental science course completed exams with questions linked around a central theme. Three types of questions were used, including those that prompted students to construct scientific arguments. Structural questions asked students to define or describe foundational concepts, whereas functional questions targeted students’ understanding of relationships between topics. Argumentative questions tasked students with applying their understanding of soil science to everyday situations, which connected to the course’s overarching goals for student learning. Though each type of question was linked to a central theme (e.g., soil nutrient exchange), the questions prompted students to engage in different cognitive processes. Using linked questions provided a strong forum for students to showcase their level of understanding of soil science. Implications for using these types of questions in an exam setting are discussed.
Additional information
Notes on contributors
Lauren Swanson
Lauren Swanson ([email protected]) is an associate professor in the Department of Education and Child Development, Whittier College in Whittier, California.
Ruben Solorza
Ruben Solorza was a student at Whittier College at the time this article was written.
Cinzia Fissore
Cinzia Fissore is an associate professor in the Department of Biology and Environmental Science, Whittier College in Whittier, California.