Developing an Initial Learning Progression for the Use of Evidence in Decision-Making Contexts

Autor/inn/en	Bravo-Torija, Beatriz; Jiménez-Aleixandre, María-Pilar
Titel	Developing an Initial Learning Progression for the Use of Evidence in Decision-Making Contexts
Quelle	In: International Journal of Science and Mathematics Education, 16 (2018) 4, S.619-638 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-017-9803-9
Schlagwörter	Evidence; Decision Making; Academic Achievement; Models; Case Studies; Grade 10; Video Technology; Marine Biology; Audio Equipment; Persuasive Discourse; Science Education + Suchen Sie Ihr Suchwort? Evidenz; Decision-making; Entscheidungsfindung; Schulleistung; Analogiemodell; Case study; Fallstudie; Case Study; Meeresbiologie; Audio-CD; Persuasion; Persuasive Kommunikation; Naturwissenschaftliche Bildung
Abstract	This paper outlines an initial learning progression for the use of evidence to support scientific arguments in the context of decision-making. Use of evidence is a central feature of knowledge evaluation and, therefore, of argumentation. The proposal is based on the literature on argumentation and use of evidence in decision-making contexts. The objective is to develop a construct map describing a trajectory of evidence use in a decision-making context. The levels in the initial learning progression are characterised by students' performance in practice. The framework is applied to a multiple-case study in 10th grade (66 students), structured around a marine resource management task. Data included audio and video recordings, as well as students' written artefacts. Five levels of complexity in student performance are described; on the lowest level, students are able to identify and extract information in response to a problem and recognise general features in a set of data; on the uppermost level, they are able to articulate arguments by synthesising evidence from multiple sources and evaluate options based on evidence and scientific content. The framework also shows potential for recognising students' difficulties in identifying and integrating data and evidence in their justifications and in drawing from domain knowledge to interpret evidence. Implications for educational practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01