Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions
Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions
复制标题
评估学生在科学教育中产生论点的方式：当前的观点和对未来方向的建议
DOI：
10.1002/sce.20276
复制
发表时间：
2008
影响因子：
4.3
通讯作者：
Douglas B. Clark
中科院分区：
文献类型：
--
作者：
V. Sampson;Douglas B. Clark
在过去的二十年里，关于科学教育中的论证和论证的理论和实证研究得到了加强。在这篇评论中，“论证”一词指的是一个学生或一组学生在被要求阐明和证明主张或解释时所创造的工件，而“论证”一词指的是构建这些工件的过程。这篇评论的目的是提供一个概述的几个分析框架，科学教育工作者用来评估和表征的性质或质量的科学论证的三个焦点问题：结构，理由和内容。为了突出这些不同分析方法的焦点、启示和限制，对每个框架的回顾都包括对一个样本论点的分析。审查最后综合了三个重点问题，并概述了对今后工作的若干建议。最后，这些框架的审查和综合方面如何概念化的论点结构，理由，和内容是为了提供一个理论基础，为未来的研究在科学教育中的论点。© 2008 Wiley Periodicals，Inc. Sci Ed92：447-472，2008
Theoretical and empirical research on argument and argumentation in science education has intensified over the last two decades. The term “argument” in this review refers to the artifacts that a student or a group of students create when asked to articulate and justify claims or explanations whereas the term “argumentation” refers to the process of constructing these artifacts. The intent of this review is to provide an overview of several analytic frameworks that science educators use to assess and characterize the nature of or quality of scientific arguments in terms of three focal issues: structure, justification, and content. To highlight the foci, affordances, and constraints of these different analytic methods, the review of each framework includes an analysis of a sample argument. The review concludes with a synthesis of the three focal issues and outlines several recommendations for future work. Ultimately, this examination and synthesis of these frameworks in terms of how each conceptualizes argument structure, justification, and content is intended to provide a theoretical foundation for future research on argument in science education. © 2008 Wiley Periodicals, Inc. Sci Ed92:447–472, 2008