Two Approaches for Analyzing Students' Competence of "Evaluation" in Group Discussions about Climate Change

Autor/inn/en	Feierabend, Timo; Stuckey, Marc; Nienaber, Sarah; Eilks, Ingo
Titel	Two Approaches for Analyzing Students' Competence of "Evaluation" in Group Discussions about Climate Change
Quelle	In: International Journal of Environmental and Science Education, 7 (2012) 4, S.581-598 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Climate; Competence; Innovation; Teaching Methods; Persuasive Discourse; Group Discussion; Science Instruction; Environmental Education; Biology; Chemistry; Physics; Politics; Pretests Posttests; Foreign Countries; Communication Skills; Germany + Suchen Sie Ihr Suchwort? Klima; Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Persuasion; Persuasive Kommunikation; Gruppendiskussion; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Umweltbildung; Umwelterziehung; Umweltpädagogik; Biologie; Chemie; Physik; Politik; Ausland; Kommunikationsstil; Deutschland
Abstract	Up until now, very few models conceptualizing students' competence in evaluation, argumentation and discourse in the context of science education have been proposed. Most suggestions for analyzing this particular competence in students are normative and the empirical support for them remains weak. The problem becomes even more severe when such evaluations include ethical and societal perspectives as part of the analytical parameters. In support of this topic, this paper presents two approaches for handling students' evaluation capabilities in the context of multidimensional discussion situations. One approach focuses on the quality of learners' arguments concerning levels of justification; the second reflects upon the quality of pupils' complexity of argumentation. Both approaches were created using group discussion data collected for evaluation purposes. The data stems from a curriculum innovation project focusing on the teaching of climate change in four teaching domains: Biology, Chemistry, Physics and Politics. Participants from 20 different learning groups conducted semi-structured, pre- and post-group discussions on the issue of climate change. Analysis of a total of 76 group discussions showed positive potential in both evaluation grids on the topic. (Contains 7 tables.) (As Provided).
Anmerkungen	International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10