Using Concept Cartoons in Formative Assessment: Scaffolding Students' Argumentation

Autor/inn/en	Chin, Christine; Teou, Lay-Yen
Titel	Using Concept Cartoons in Formative Assessment: Scaffolding Students' Argumentation
Quelle	In: International Journal of Science Education, 31 (2009) 10, S.1307-1332 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Formative Evaluation; Science Instruction; Elementary School Science; Botany; Genetics; Heat; Scientific Concepts; Cartoons; Scaffolding (Teaching Technique); Persuasive Discourse; Peer Evaluation; Self Evaluation (Individuals); Feedback (Response); Misconceptions; Elementary School Students; Grade 5; Grade 6; Freehand Drawing; Group Discussion; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Botanik; Humangenetik; Hitze; Zeichentrickfilm; Persuasion; Persuasive Kommunikation; Missverständnis; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Drawing; Zeichnen; Gruppendiskussion; Ausland; Singapur
Abstract	The purpose of this study was to investigate how concept cartoons, together with other diagnostic and scaffolding tools, could be used in formative assessment, to stimulate talk and argumentation among students in small groups, as part of peer-assessment and self-assessment; and to provide diagnostic feedback about students' misconceptions to the teacher for teaching towards conceptual change. Two classes of Primary 5 and 6 students worked in small groups to discuss the opposing viewpoints posed by the cartoon characters, using scaffolding tools to guide their discussions and to evaluate, challenge, and document each others' ideas. Students also used drawings to depict their ideas. The conversation from one group was audio-taped. These tools provided a record of students' thinking in a form that was accessible to the teacher for monitoring and feedback purposes. Findings showed dialogic talk and interactive argumentation among students where they made their reasoning visible. Students' assertions and questions had formative potential as they encouraged exploratory and reflective discourse by drawing upon each others' ideas. The teacher's discursive practices, as well as her role in designing scaffolding structures for supporting 'assessment conversations' when using concept cartoons and in devising strategies that take into account students' conceptual and epistemic thinking, are emphasised. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10