Developing Pre-Service Teachers' Competence in Assessing Socioscientific Argumentation

Autor/inn/en	Christenson, Nina; Walan, Susanne
Titel	Developing Pre-Service Teachers' Competence in Assessing Socioscientific Argumentation
Quelle	In: Journal of Science Teacher Education, 34 (2023) 1, S.1-23 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Christenson, Nina) ORCID (Walan, Susanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.2018103
Schlagwörter	Preservice Teachers; Teacher Competencies; Science and Society; Persuasive Discourse; Evaluation Methods; Foreign Countries; Secondary School Teachers; Sweden + Suchen Sie Ihr Suchwort? Lehrkunst; Persuasion; Persuasive Kommunikation; Ausland; Schweden
Abstract	Research has revealed that teachers find teaching and assessing socioscientific argumentation (SSA) to be challenging. In this study, ten pre-service science teachers (PSTs) tested a new Practical Assessment of Socioscientific Argumentation Model (PASM) that was developed to enhance skills in assessing SSA. The models' design is based on the Teacher oriented Assessment Framework. Here, we present the characteristics of PASM and examine how PSTs perceive that the use of PASM effects competences in assessing SSA. PASM is divided into multiple phases and requires PSTs to perform three roles: arguing for and against a given socioscientific issue, and assessing other PSTs' argumentation. It also includes group discussion and individual reflection phases. Two cycles of the model were performed, focusing on different issues (GMOs and nuclear power). Data were collected in the form of audio-recordings of group discussions, field notes from whole class discussions and the PSTs' written individual reflections. Thematic data analysis revealed that the PSTs discussed and reflected on four main themes: the focus of the assessment, the tools in PASM, the nature of PASM, and coping strategies. The nature of PASM, with iterative cycles and repeated reflections, expanded their views on assessing this kind of argumentation, making PSTs aware of quality criteria that should be included in assessment of SSA. We conclude that it is important to include training on assessing SSA in teacher education and that PASM could be a valuable tool for this purpose. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01