Tracking Student Argumentation Skills across General Chemistry through Argument-Driven Inquiry Using the Assessment of Scientific Argumentation in the Classroom Observation Protocol
Tracking Student Argumentation Skills across General Chemistry through Argument-Driven Inquiry Using the Assessment of Scientific Argumentation in the Classroom Observation Protocol
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DOI：
10.1021/acs.jchemed.0c01225
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发表时间：
2021-04-29
影响因子：
3
通讯作者：
Walker, Joi P.
中科院分区：
文献类型：
--
作者：
Hosbein, Kathryn N.;Lower, Meghan A.;Walker, Joi P.
目前的研究表明，学生往往没有把重点放在科学论证的三个方面（认知，认识和社会），当他们有机会从事论证。本研究旨在通过对东卡罗莱纳大学普通化学实验教学中的学生进行为期两个学期的实验论证，探讨在实验教学中，学生的实验论证的三个方面是如何随着时间的推移而发生变化的。在五个调查组的辩论录像转录和编码使用评估的科学论证在课堂上（ASAC）的观察协议。在每个实验的总ASAC分数中观察到正增加。在两个学期的序列中，ASAC观察协议的三个子类别中的每一个都有显着的增加，认知，认识和社会。这些结果支持了这样一种观点，即增加参与论证的机会可以改善基本的科学实践。
Current research suggests that students often fail to focus equally on the three aspects of scientific argumentation (cognitive, epistemic, and social) when they are given an opportunity to engage in argumentation. This study examined student argumentation within a two-semester general chemistry laboratory sequence at East Carolina University to explore how the three aspects of argumentation change over time with repeated exposure through the Argument-Driven Inquiry (ADI) instructional model for laboratory instruction. Video recordings of group argumentation across five investigations were transcribed and coded using the Assessment of Scientific Argumentation in the Classroom (ASAC) observation protocol. A positive increase was seen in the total ASAC scores for each of the experiments. A significant increase was seen within each of the three subcategories of the ASAC observation protocol, cognitive, epistemic, and social, over the two-semester sequence. These results support the idea that increased opportunities to engage in argumentation improves an essential scientific practice.