Combine element identification, rubric design, peer assessment and role-playing on socio-scientific issues to train argumentation competence¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

The training programme combined four strategies to help improve PESTs' argumentative competence: identification of the essential elements in a written argument, designing evaluation rubrics based on a basic rubric, peer assessment with and without rubrics, and role-playing to promote argumentation on socio-scientific issues. The article presents this combination as the new perspective of the proposal, since it combines peer assessment with specific activities on argumentation, creating a rich educational framework in which PESTs were offered different opportunities, through contexts and contents, to enhance their argumentation competence.

Design Implications¶

Context¶

Requirements¶

• Sessions embedded in the Science Teaching course syllabus; peer assessment tasks carefully designed following Boud et al.'s recommendations so as not to devalue the evaluation

Constraints¶

Target Learners¶

• Preservice elementary science teachers

Target Learning Goals¶

• Constructing complete arguments with evidence, justification and conclusion
• Assessing and criticising arguments
• Transferring argumentation to classroom practice

Affordances¶

• Toulmin Simplified Three Element Model

Claims¶

• At the end of the programme, the trained experimental group differed significantly from the control group in argumentation competence [+W]
• Six months after training, the experimental group showed a slight improvement over the control group in transferring argumentation to teaching practice, especially in mentioning argumentation in practice portfolios [+W]
• Preservice elementary science teachers who completed the argumentation training programme made significant pre-to-post gains across the three argument elements and overall argumentative performance [+W]

Related Strategies¶

• Claim Evidence Reasoning

Examples¶

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Key Sources¶

• Daniel Cebrián-Robles; Antonio-Joaquín Franco-Mariscal; Ángel Blanco-López. (2018). Preservice Elementary Science Teachers' Argumentation Competence: Impact of a Training Programme. https://doi.org/10.1007/s11251-018-9446-4