Students’ reasoning about electricity: combining performance assessments with argumentation analysis
Students’ reasoning about electricity: combining performance assessments with argumentation analysis
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学生对电的推理：将表现评估与论证分析相结合
DOI：
10.1080/0950069980200707
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发表时间：
1998
影响因子：
2.3
通讯作者：
Catherine Chen
中科院分区：
文献类型：
--
作者：
G. J. Kelly;Stephen L. Druker;Catherine Chen
本文提出了一套分析学生辩论的方法论程序。本文将科学哲学中的规范视角和社会语言学中的自然主义视角结合起来分析学生的二元话语。图尔明的论点布局被解释并应用于学生的论点，因为他们完成了一项基于电学的表现评估。结果表明，在这些情况下，学生可以完成任务，而不需要证明所有的论点。探讨了导致正当论据的条件。最后，本文建议将这一方法论扩展到科学教育的进一步研究中去。
In this paper a set of methodological procedures to analyse students’ arguments is presented. Normative perspectives from the philosophy of science and naturalistic perspectives from sociolinguistics are brought together to analyse students dyadic discourse. The Toulmin layout of arguments was interpreted and applied to student arguments as they completed an electricity‐based performance assessment. Results showed that in these contexts students could complete the task without warranting all arguments. Conditions leading to the warranted arguments are explored. The paper concludes by suggesting extensions of this methodology for further research in science education.