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Sceince and language teachers' assessment of upper secondary students' socioscientific argumentation
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication. (SMEER)ORCID iD: 0000-0003-4306-8278
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences. (SMEER)ORCID iD: 0000-0001-8735-2102
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences. (SMEER)ORCID iD: 0000-0002-9521-1737
2016 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774Article in journal (Refereed) Epub ahead of print
Abstract [en]

Researchers and policy-makers have recognized the importance of including and promoting socioscientific argumentation in science education worldwide. The Swedish curriculum focuses more than ever on socioscientific issues (SSI) as well. However, teaching socioscientific argumentation is not an easy task for science teachers and one of the more distinguished difficulties is the assessment of students’ performance. In this study, we investigate and compare how science and Swedish language teachers, participating in an SSI-driven project, assessed students’ written argumentation about global warming. Swedish language teachers have a long history of teaching and assessing argumentation and therefore it was of interest to identify possible gaps between the two groups of teachers’ assessment practices. The results showed that the science teachers focused on students’ content knowledge within their subjects, whereas the Swedish language teachers included students’ abilities to select and use content knowledge from reliable reference resources, the structure of the argumentation and the form of language used. Since the Swedish language teachers’ assessment correlated more with previous research about quality in socioscientific argumentation, we suggest that a closer co-operation between the two groups could be beneficial in terms of enhancing the quality of assessment. Moreover, SSI teaching and learning as well as assessment of socioscientific argumentation ought to be included in teacher training programs for both pre- and in-service science teachers.

Place, publisher, year, edition, pages
Springer, 2016.
Keyword [en]
Assessment, Socioscientific argumentation, Socioscientific issues, Upper secondary teachers
National Category
Educational Sciences Biological Sciences
Research subject
URN: urn:nbn:se:kau:diva-45719DOI: 10.1007/s10763-016-9746-6OAI: diva2:957989
Available from: 2016-09-05 Created: 2016-09-05 Last updated: 2016-12-27Bibliographically approved

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Christenson, NinaGericke, NiklasChang Rundgren, Shu-Nu
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