Contrastive Sets and Framing: A Case Study in Scientific Writing

TL;DR

This paper explores an educational activity that uses contrastive sets of scientific papers to teach students scientific writing, analyzing variations in engagement through cognitive models and framing theories.

Contribution

It introduces a novel activity design for teaching scientific writing and applies a multi-model analysis to understand student engagement differences.

Findings

Students engaged differently across implementations.

Framing and resource use influence activity engagement.

A strategy for further investigation is proposed.

Abstract

I describe an activity created to help our students learn how to write a scientific paper by reverse engineering a contrastive set of existing papers. I look at three recent implementations of this activity and use a multiple cognitive models approach to begin understanding the variance. This leads to a reasonable strategy for further investigation. First, I describe the conception and design of the activity structure, and how a contrastive set was constructed. I create an initial coding scheme to characterize group behavior in the three implementations, with special attention paid to analyzing student dialog on the structure of scientific papers and their ideas about the reasons for the peculiar features they observe. There is a striking difference in the way students engaged with the activity between the implementations not all of which can be ascribed to differences in activity structures, and the remainder of the paper is concerned with the use of resources and framing, case-based reasoning and Gibson's ecological perspective to understand the reason for this difference.