期刊名称：International Journal of Environmental and Science Education
电子版ISSN：1306-3065
出版年度：2012
卷号：7
期号：4
页码：581-598
出版社：IJESE
摘要：Up until now, very few models conceptualizing students’ competence in evaluation, argu-mentation and discourse in the context of science education have been proposed. Most sug-gestions for analyzing this particular competence in students are normative and the empiri-cal 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 us-ing group discussion data collected for evaluation purposes. The data stems from a curricu-lum innovation project focusing on the teaching of climate change in four teaching do-mains: 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 evalu-ation grids on the topic.
关键词：competence of evaluation; group discussion; assessment; climate change
