An Assessment Using Rubrics and the Rasch Model of 14/15-Year-Old Students' Difficulties in Arguing About Bottled Water Consumption.
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| Title: | An Assessment Using Rubrics and the Rasch Model of 14/15-Year-Old Students' Difficulties in Arguing About Bottled Water Consumption. |
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| Authors: | Rodríguez-Mora, Francisco1 (AUTHOR), Cebrián-Robles, Daniel1 (AUTHOR) dcebrian@uma.es, Blanco-López, Ángel1 (AUTHOR) |
| Source: | Research in Science Education. Aug2022, Vol. 52 Issue 4, p1075-1091. 17p. |
| Subject Terms: | *Scoring rubrics, *Science education, *Educational objectives, Rasch models, Bottled water, Water consumption, Drinking water |
| Abstract: | The development of students' argumentation competence is one of the major aims of science education and everyday problems, such as decisions on the consumption of tap water or bottled water, which may be suitable contexts to encourage it. Citizens consider of interest certain controversies associated with the bottled water consumption as an alternative to tap water, which has a significant effect on several aspects of their daily lives. Deciding whether or not to drink bottled water can be used as an interesting context for science teaching activities. To make appropriate decisions on this issue, students must know how to argue with scientific rigour. This paper presents an assessment of the degree of performance of 14/15-year-old students in scientific argumentation within this context. A specific rubric has been designed for each of the assessment activities used, and the Rasch model has been applied to analyse the degree of difficulty that each of the essential elements of an argument (evidence, justification, and conclusion) has for the students. Thus, evidence is generally shown to be the most difficult element of the argument for students followed by justifications and finally conclusions. The analysis procedure used can help to establish a sequence of argumentation activities within a particular context. Finally, the results obtained can be used in teaching to prepare the appropriate assistance according to the argumentation activity at hand. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 157738016 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An Assessment Using Rubrics and the Rasch Model of 14/15-Year-Old Students' Difficulties in Arguing About Bottled Water Consumption. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rodríguez-Mora%2C+Francisco%22">Rodríguez-Mora, Francisco</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cebrián-Robles%2C+Daniel%22">Cebrián-Robles, Daniel</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> dcebrian@uma.es</i><br /><searchLink fieldCode="AR" term="%22Blanco-López%2C+Ángel%22">Blanco-López, Ángel</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Science+Education%22">Research in Science Education</searchLink>. Aug2022, Vol. 52 Issue 4, p1075-1091. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Scoring+rubrics%22">Scoring rubrics</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+objectives%22">Educational objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Rasch+models%22">Rasch models</searchLink><br /><searchLink fieldCode="DE" term="%22Bottled+water%22">Bottled water</searchLink><br /><searchLink fieldCode="DE" term="%22Water+consumption%22">Water consumption</searchLink><br /><searchLink fieldCode="DE" term="%22Drinking+water%22">Drinking water</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The development of students' argumentation competence is one of the major aims of science education and everyday problems, such as decisions on the consumption of tap water or bottled water, which may be suitable contexts to encourage it. Citizens consider of interest certain controversies associated with the bottled water consumption as an alternative to tap water, which has a significant effect on several aspects of their daily lives. Deciding whether or not to drink bottled water can be used as an interesting context for science teaching activities. To make appropriate decisions on this issue, students must know how to argue with scientific rigour. This paper presents an assessment of the degree of performance of 14/15-year-old students in scientific argumentation within this context. A specific rubric has been designed for each of the assessment activities used, and the Rasch model has been applied to analyse the degree of difficulty that each of the essential elements of an argument (evidence, justification, and conclusion) has for the students. Thus, evidence is generally shown to be the most difficult element of the argument for students followed by justifications and finally conclusions. The analysis procedure used can help to establish a sequence of argumentation activities within a particular context. Finally, the results obtained can be used in teaching to prepare the appropriate assistance according to the argumentation activity at hand. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11165-020-09985-z Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1075 Subjects: – SubjectFull: Scoring rubrics Type: general – SubjectFull: Science education Type: general – SubjectFull: Educational objectives Type: general – SubjectFull: Rasch models Type: general – SubjectFull: Bottled water Type: general – SubjectFull: Water consumption Type: general – SubjectFull: Drinking water Type: general Titles: – TitleFull: An Assessment Using Rubrics and the Rasch Model of 14/15-Year-Old Students' Difficulties in Arguing About Bottled Water Consumption. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rodríguez-Mora, Francisco – PersonEntity: Name: NameFull: Cebrián-Robles, Daniel – PersonEntity: Name: NameFull: Blanco-López, Ángel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 0157244X Numbering: – Type: volume Value: 52 – Type: issue Value: 4 Titles: – TitleFull: Research in Science Education Type: main |
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