Using formative assessment to promote argumentation in a university bilingual science course

Archila, Pablo Antonio; Molina, Jorge; Mejía, Anne‐Marie Truscott de

doi:10.1080/09500693.2018.1504176

Cited by 31 publications

(26 citation statements)

References 43 publications

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“…Besides, the use of argumentation activities in science classrooms (and in mathematics as well, Zhou, Liu, & Liu, 2021, but less frequently, Kartika, Budiarto & Fuad, 2021) can promote the spirit of inquiry, develop linguistic skills, foster students conceptual understanding and be helpful in performing interdisciplinary knowledge (Faize, Husain & Nisar, 2017;Lambert, & Bleicher, 2017;Erduran et al, 2019;Archila, Molina, & Truscott de Mejía, 2018) and different strategies has been described to reach this objective (Özdem et al, 2017, Erenler & Cetin, 2019. Based on the aforementioned reasons, the objective of this study is to analyze the consequences observed in students, when using entertaining science activities in the formal scientific subject contexts in secondary schools, following a based inquiry learning methodology and encourage their use in education work to improve students' interest and motivation for science.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Promoting Inquiry Based Learning through Entertaining Science Activities

Lozano

Solbes

2021

IJRES

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Considering students’ increasing lack of interest and motivation for science subjects, it becomes almost imperative to introduce different methodology approaches in classrooms. Besides, decontextualized science teaching, where hands on activities are not sufficiently taken into account, can make the students attitude toward science-learning even worse. Inquiry Based Learning where elements such as games, toys and short experiments are included is showed as a useful methodological proposal. This paper presents how the use of these entertaining science activities can improve students’ interest and encourage them to speak about science, acquiring better argumentation and inquiry skills when they are properly performed in a formal classroom context.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Promoting Inquiry Based Learning through Entertaining Science Activities

Lozano

Solbes

2021

IJRES

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“…Current science classrooms, however, do very little to model scientific practices or develop its specialized discourse. Most still follow a traditional lecturing format where instructors tend to do most of the communicating, not encouraging participation in scientific argumentation, sharing of ideas or understanding (Ambitious Science Teaching 2015; Archila et al 2018). Students, however, need to become familiar with and skilled in using the specialized language and argumentation in science.…”

Section: Introductionmentioning

confidence: 99%

“…It is therefore necessary to also consider the impact of students' general language proficiency on their ability to use scientific discourse. In many higher education environments (such as South Africa), a large proportion of the students do not speak English at home, although many are instructed in English (Jacobs 2007;Archila et al 2018). According to Boughey (2002), problems surface when students struggle to "manipulate the forms of the additional language in a way that would allow them to receive and pass on the thoughts developed in the disciplines."…”

Section: Introductionmentioning

confidence: 99%

Scientific Discourse: Can Our First-Year Students Express Themselves in Science?

Mouton¹,

Grange

2020

6th International Conference on Higher Education Advances (HEAd'20)

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Scientific discourse is a specialized, semantically dense language used to formulate clear, objective arguments around experimental results. However, science classrooms are practically void of scientific argumentation and this important skill is rarely modelled or developed in these spaces. Yet, students are expected to engage with complex disciplinary texts and then demonstrate their mastery of scientific subject matter using appropriate scientific discourse. Students find this extremely challenging and many are implicitly excluded from successful engagement with the subject. The aim of our study was the assessment and development of first-year biology students’ scientific discourse skills through collaborative pedagogy, to make aspects of biology discourse explicit to all students. We drew on Legitimation Code Theory’s concept of semantic density, which considers complexity of meaning, to design a learning opportunity and then analyzed selections of students’ summative assessments. Results showed profound variation in the proficiency of the students’ scientific vocabulary and language functions, and the discourse of the school and first-year biology textbooks. We therefore argue for science pedagogy that would allow students time and opportunities to mindfully engage with complex disciplinary text and then demonstrate their mastery of their learning using appropriate scientific discourse.

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“…Teachers can provide updated feedback related to the performance and progress of pupils to their parents via classroom assessment results. Classroom assessment can also assist in providing reliable decisions about pupils, determining their knowledge level, providing a supportive learning atmosphere, assessing individuals' learning progress and competency, and diagnosing classroom problems (Archila, Molina, & Truscott de Mejía, 2018). FCA is a form of classroom assessment that involves raising one or two simple sentences that summarize the main point of a lesson during class.…”

Section: Introductionmentioning

confidence: 99%

Effect of Formative Classroom Assessment in Saudi Arabian Elementary Schools

Alashwal

2020

JEP

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Purpose: This study investigates the effect of formative classroom assessment (FCA) on elementary school pupils in Saudi Arabia.Methodology: The duration of the study covered one entire academic year. The work was based on an experimental design of two tests: pre- and post-test. The number of participants was 120 pupils of mixed gender. The participants were purposively sampled for this study. The study’s two tests were based on the Basic Science Achievement Test (BSAT). The pupil’s test feedback was validated by experienced teachers in the field.Results: The results demonstrated that FCA had a significant effect on elementary school pupils by improving academic test scores. This research further showed that FCA had an increased positive effect on female pupils’ academic exam scores when compared to male pupils.Contribution to Theory Policy and Practice: The study recommends enforcing regular and continuous FCA for elementary-level school pupils with appropriate and adequate FCA training for teachers in order to improve pupils’ academic achievements.

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Using formative assessment to promote argumentation in a university bilingual science course

Cited by 31 publications

References 43 publications

Promoting Inquiry Based Learning through Entertaining Science Activities

Promoting Inquiry Based Learning through Entertaining Science Activities

Scientific Discourse: Can Our First-Year Students Express Themselves in Science?

Effect of Formative Classroom Assessment in Saudi Arabian Elementary Schools

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