Students’ reasoning about electricity: combining performance assessments with argumentation analysis
- 1 August 1998
- journal article
- research article
- Published by Taylor & Francis Ltd in International Journal of Science Education
- Vol. 20 (7), 849-871
- https://doi.org/10.1080/0950069980200707
Abstract
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.Keywords
This publication has 26 references indexed in Scilit:
- Group Collaboration in Assessment: Multiple Objectives, Processes, and OutcomesEducational Evaluation and Policy Analysis, 1995
- Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual ChangeReview of Educational Research, 1993
- Science as argument: Implications for teaching and learning scientific thinkingScience Education, 1993
- Teacher knowledge and discourse control: Quantitative evidence from novice biology teachers' classroomsJournal of Research in Science Teaching, 1993
- Epistemological perspectives on conceptual change: Implications for educational practiceJournal of Research in Science Teaching, 1991
- Performance Assessment in ScienceApplied Measurement in Education, 1991
- The role of research in science teaching: An NSTA theme paperScience Education, 1991
- A study of students’ understanding of electricity in five European countriesInternational Journal of Science Education, 1988
- Pupils' understanding of simple electrical circuits. Some implications for instructionPhysics Education, 1988
- Analyzing arguments in science classroom discourse: Can teachers' questions distort scientific authority?Journal of Research in Science Teaching, 1983