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  • 1.
    Chang, Shu-Nu
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Chiu, Mei-Hung
    National Taiwan Normal University.
    The development of authentic assessments to investigate ninth graders' scientific literacy: in the case of scientific cognition concerning the concepts of chemistry and physics2005Ingår i: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 3, nr 1, s. 117-140Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Scientific literacy and authenticity have gained a lot of attention in the past few decades worldwide. The goal of the study was to develop various authentic assessments to investigate students scientific literacy for corresponding to the new curriculum reform of Taiwan in 1997. In the process, whether ninth graders were able to apply school knowledge in real-life problems was also investigated. Over the course of our two-year study, we developed authentic assessments to investigate a stratified random sampling of 1,503 ninth graders levels of scientific literacy, including scientific cognition, process skills, application of science, habits of mind, nature of science, and attitude towards science. The purpose of this article is to discuss three different formats of authentic assessments: multiple-choice, open-ended, and hands-on test items, which we developed to investigate scientific cognition. To validate the three formats of authentic assessments, students performance on these three assessments were compared with the science section of Taiwans Academic Attainment Testing (STAAT), and the values of Pearson correlation coefficient were all at the significant level, ranging from 0.205 to 0.660 (p<0.01). We found that our three authentic assessments were better in evaluating students authentic abilities in science than standardized tests (such as STAAT). Further authentic assessments, particularly the hands-on activity, benefited low-achieving students. Concerning the common themes tested in the authentic assessments, students performed better in a multiple-choice test than an open-ended test on electricity and heat and temperature. In addition, two themes of chemical reactions and reactions of acid and base with indicators were performed best in a hands-on test than in the other two tests. In this article, we provide evidence that authentic assessments could be developed in different formats to investigate students scientific cognition as part of the national test. Of these formats, the multiple-choice, open-ended, and hands-on test items are all shown to be sensitive in their evaluation of students cognition in science.

  • 2.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Rundgren, Shu-Nu Chang
    Stockholm Univ, Dept Educ, S-10691 Stockholm, Sweden.
    Science and language teachers' assessment of upper secondary students' socioscientific argumentation2017Ingår i: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 15, nr 8, s. 1403-1422Artikel i tidskrift (Refereegranskat)
    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.

  • 3.
    Enghag, Margareta
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Forsman, Jonas
    Department of Physics and Astronomy, Uppsala University, Sweden.
    Linder, Cedric
    Department of Physics and Astronomy, Uppsala University, Sweden.
    MacKinnon, Allan
    Faculty of Education, Simon Fraser University, Burnaby, BC, Canada, V5A 1S6.
    Moons, Ellen
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik. Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Materialvetenskap.
    Using a disciplinary discourse lens to explore how representations afford meaning making in a typical wave physics course2013Ingår i: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 11, nr 3, s. 625-650Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    We carried out a case study in a wave physics course at a Swedish university in order to investigate the relations between the representations used in the lessons and the experience of meaning making in interview–discussions. The grounding of these interview–discussions also included obtaining a rich description of the lesson environment in terms of the communicative approaches used and the students’ preferences for modes of representations that best enable meaning making. The background for this grounding was the first two lessons of a 5-week course on wave physics (70 students). The data collection for both the grounding and the principal research questions consisted of video recordings from the first two lessons: a student questionnaire of student preferences for representations (given before and after the course) and video-recorded interview–discussions with students (seven pairs and one on their own). The results characterize the use of communicative approaches, what modes of representation were used in the lectures, and the trend in what representations students’ preferred for meaning making, all in order to illustrate how students engage with these representations with respect to their experienced meaning making. Interesting aspects that emerged from the study are discussed in terms of how representations do not, in themselves, necessarily enable a range of meaning making; that meaning making from representations is critically related to how the representations get situated in the learning environment; and how constellations of modes of disciplinary discourse may be necessary but not always sufficient. Finally, pedagogical comments and further research possibilities are presented.

  • 4.
    Enghag, Margareta
    et al.
    Department of Mathematics and Physics, Mälardalen University.
    Gustafsson, Peter
    Department of Mathematics and Physics, Mälardalen University.
    Jonsson, Gunnar
    Department of Mathematics and Physics, Mälardalen University.
    Talking physics during small-group work with context rich problems: analysed from an ownership perspective2009Ingår i: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 7, nr 3, s. 455-472Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study provides analyses of the conversations when university students work in small groups solving context-rich physics problems. We constructed context-rich, open-ended physics problems related to everyday life situations that lack some information required to solve and complete the tasks. The students' ownership of learning, their actions of choice and control, was analyzed in two dimensions: group and individual. Conversation analyses and flowcharts of the conversation were constructed from the complete transcripts of three groups. The theoretical framework for student ownership of learning demonstrated that it was possible to show that even if students have group ownership of the task, the individual student ownership of learning is not self-evident. The study also demonstrates the methodological power and value of the flowchart to identify conversation patterns in the groups that were effective in the search for exploratory talks and individual questions. We discuss implications for teacher development to enhance group work

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