The development and validation of a learning progression for argumentation in science
The development and validation of a learning progression for argumentation in science
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科学论证学习进程的开发和验证
DOI：
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发表时间：
2016
期刊：
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通讯作者：
Shih
中科院分区：
文献类型：
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作者：
Jonathan F. Osborne;J. Bryan Henderson;Anna MacPherson;Evan Szu;A. Wild;Shih
鉴于论证在下一代科学标准中的中心地位，迫切需要对这一核心实践进行经验验证的学习进展，并开发高质量的评估项目。在这里，我们介绍了一个假设的三层学习进展的科学论证。学习进程解释了与编排日益复杂的结构的论点相关的内在认知负荷。我们提出的科学论证的学习进程也在建构和批判之间做出了重要的区分。我们目前的有效性证据，这种学习进展的项目反应理论的基础上，并讨论了用于测试这种学习进展的项目的发展。通过对学生的认知有声思维访谈、试点考试管理的书面回复以及使用Rasch分析的大规模考试管理的数据进行分析，我们讨论了我们的项目和学习进度的改进，以提高结构效度和评分信度。本研究的局限性以及对未来工作的影响，科学论证的评估进行了讨论。© 2016 Wiley Periodicals，Inc.研究科学与教学杂志
Given the centrality of argumentation in the Next Generation Science Standards, there is an urgent need for an empirically validated learning progression of this core practice and the development of high-quality assessment items. Here, we introduce a hypothesized three-tiered learning progression for scientific argumentation. The learning progression accounts for the intrinsic cognitive load associated with orchestrating arguments of increasingly complex structure. Our proposed learning progression for argumentation in science also makes an important distinction between construction and critique. We present validity evidence for this learning progression based on item response theory, and discuss the development of items used to test this learning progression. By analyzing data from cognitive think-aloud interviews of students, written responses on pilot test administrations, and large-scale test administrations using a Rasch analysis, we discuss the refinement both of our items and our learning progression to improve construct validity and scoring reliability. Limitations to this research as well as implications for future work on assessment of scientific argumentation are discussed. © 2016 Wiley Periodicals, Inc. J Res Sci Teach