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A Framework for Teachers’ Assessment of Socio-scientific Argumentation: An example using the GMO issue
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation. (SMEER)ORCID-id: 0000-0003-4306-8278
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper. (SMEER)ORCID-id: 0000-0002-9521-1737
2014 (Engelska)Ingår i: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, nr 2, s. 204-212Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Socio-scientific issues (SSI) have proven to be suitable contexts for students to actively reflect on and argue about complex social issues related to science. Research has indicated that explicitly teaching SSI argumentation is a good way to help students develop their argumentation skills and make them aware of the complexity of SSI. However, assessing the quality of students’ arguments on SSI is evidently difficult for many teachers. This article aims to facilitate teachers’ assessment of the quality of students’ arguments on SSI by introducing a new assessment framework that represents a low degree of complexity and exemplifying it by applying it to students’ written SSI argumentation concerning genetically modified organisms (GMO). The new assessment framework considers both the quality indicators presented in the research literature and curricular guidelines for the science courses in Swedish secondary and upper secondary school. The framework focuses on both the content and the structure that can be revealed in students’ SSI argumentation and is meant to function as a tool for identifying quality indicators that could serve as the basis for grading.

Ort, förlag, år, upplaga, sidor
Routledge, 2014. nr 2, s. 204-212
Nyckelord [en]
Socio-scientific issues, Argumentation, Reasoning, Assessment, Framework
Nationell ämneskategori
Didaktik
Forskningsämne
Biologi
Identifikatorer
URN: urn:nbn:se:kau:diva-35871DOI: 10.1080/00219266.2014.923486ISI: 000354174600009OAI: oai:DiVA.org:kau-35871DiVA, id: diva2:806032
Tillgänglig från: 2015-04-17 Skapad: 2015-04-17 Senast uppdaterad: 2017-12-06Bibliografiskt granskad
Ingår i avhandling
1. Socioscientific argumentation: Aspects of content and structure
Öppna denna publikation i ny flik eller fönster >>Socioscientific argumentation: Aspects of content and structure
2015 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

Socioscientific argumentation has shown to be a feasible educational framework for promoting citizenship and for cultivating scientific literacy. However, there are several aspects of this educational framework that have been shown to be problematic. Consequently, in this thesis I investigated various aspects of quality of socioscientific argumentation from both an upper secondary student and a teacher perspective. By using students’ written argumentation on socioscientific issues (SSI) I studied how they justified their claims. The results showed that different SSI led students to use different subject areas in their justifications. I also compared science majors with social science majors and found that the number of justifications provided by the students is related to their discipline background. In these two studies, a new content focused analytical framework for analyzing content aspects of socioscientific argumentation, the SEE-SEP model, was used and shown to be suitable for this purpose. However, to ensure that students are able to produce high-quality arguments I suggest that both content and structural aspects need to be considered. As a result of this, I have presented a framework based on research literature and the Swedish curriculum, for analyzing and assessing both these aspects of socioscientific argumentation. Moreover, I investigated how science and language teachers assess students’ socioscientific argumentation and found that the science teachers focused on students’ ability to reproduce content knowledge, whereas language teachers focused on students’ ability to use content knowledge from references, and the structural and linguistic aspects of argumentation.

 

The complexity of teaching socioscientific argumentation makes it difficult to teach and assess comprehensively. In order to promote quality and include both content and structural aspects, I suggest that a co-operation among teachers of different disciplines is beneficial.

Abstract [en]

Socioscientific argumentation has shown to be a feasible educational framework for promoting citizenship and scientific literacy. In this thesis I investigated various aspects of quality of students socioscientific argumentation and how teachers assess this. The results showed that different SSI led students to use different subject areas in their justifications and that the number of justifications provided by the students is related to their discipline background. Moreover, to promote students high-quality arguments I have presented a framework for analyzing and assessing both content and structural aspects. I also investigated how science and language teachers assess students’ socioscientific argumentation and found that the science teachers focused on students’ ability to reproduce content knowledge, whereas language teachers focused on students’ ability to use content knowledge from references, and the structural and linguistic aspects of argumentation. The complexity of teaching socioscientific argumentation makes it difficult to teach and assess comprehensively. In order to promote quality and include both content and structural aspects, I suggest that a co-operation among teachers of different disciplines is beneficial.

Ort, förlag, år, upplaga, sidor
Karlstad: Karlstads universitet, 2015. s. 73
Serie
Karlstad University Studies, ISSN 1403-8099 ; 2015:26
Nyckelord
Socioscientific argumentation, socioscientific issues, argumentation
Nationell ämneskategori
Annan biologi Didaktik Pedagogiskt arbete
Forskningsämne
Biologi
Identifikatorer
urn:nbn:se:kau:diva-35869 (URN)978-91-7063-641-7 (ISBN)
Disputation
2015-06-05, 9C203, Nyquistsalen, Karlstads universitet, Karlstad, 10:15 (Engelska)
Opponent
Handledare
Anmärkning

Article IV was in manuscript form at the time of the thesis defense and has been published afterwards.

Tillgänglig från: 2015-05-20 Skapad: 2015-04-17 Senast uppdaterad: 2017-08-21Bibliografiskt granskad

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Christenson, NinaRundgren, Shu-Nu Chang

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