Meeting Abstract
Strong, systematic reasoning is an important component of scientific progress (Platt, 1964). However, some areas of science instruction (e.g. Biology) often focus on rote learning, with relatively fewer opportunities for students to practice analytical and evaluative thinking (Zheng et al., 2008). Therefore, expanding opportunities for students to understand and apply scientific reasoning could benefit science education. Students have access to many resources (e.g. books, websites) to help with scientific reasoning skills. Moreover, written (and spoken) communication is necessary to express reasoned arguments and conclusions, and intrinsically involves reasoning skills (Rochford and Borchert, 2011). Many resources for scientific writing are also available to students. However, books and other resources often present scientific reasoning and writing separately. Academic curricula also may not allow for dedicated courses on reasoning and writing. Therefore, a resource that provides a concise review of reasoning and writing may be useful for supporting science education. I have developed two web-based modules based on the hypothesis that strong reasoning is a necessary part of clear scientific writing. The first module, “Thinking for Writing,” presents foundational arguments for the importance of logical frameworks, simplicity, and specificity for developing critical understanding through written communication. The second module, “A Framework for Scientific Papers,” applies the principles of the first module to the specific context of presenting hypothesis-driven research in the IMRaD format. The modules have the potential to support non-writing science courses such as laboratories by helping students improve scientific reasoning and communication.
