RT Journal Article
T1 An Assessment Using Rubrics and the Rasch Model of 14/15-Year-Old Students’ Difficulties in Arguing About Bottled Water Consumption.
A1 Rodríguez Mora, Francisco
A1 Cebrián-Robles, Daniel
A1 Blanco-López, Ángel
K1 Investigación activa en educación
K1 Ciencia - Estudio y enseñanza secundaria
AB The development of students’ argumentation competence is one of the major aims of science education and everyday problems, such as decisions on the consumption of tap water or bottled water, which may be suitable contexts to encourage it. Citizens consider of interest certain controversies associated with the bottled water consumption as an alternative to tap water, which has a significant effect on several aspects of their daily lives. Deciding whether or not to drink bottled water can be used as an interesting context for science teaching activities. To make appropriate decisions on this issue, students must know how to argue with scientific rigour. This paper presents an assessment of the degree of performance of 14/15-year-old students in scientific argumentation within this context. A specific rubric has been designed for each of the assessment activities used, and the Rasch model has been applied to analyse the degree of difficulty that each of the essential elements of an argument (evidence, justification, and conclusion) has for the students. Thus, evidence is generally shown to be the most difficult element of the argument for students followed by justifications and finally conclusions. The analysis procedure used can help to establish a sequence of argumentation activities within a particular context. Finally, the results obtained can be used in teaching to prepare the appropriate assistance according to the argumentation activity at hand.
PB Springer
YR 2021
FD 2021-01-09
LK https://hdl.handle.net/10630/29592
UL https://hdl.handle.net/10630/29592
LA eng
NO Rodríguez-Mora, F., Cebrián-Robles, D. and Blanco-López, Á. (2022). An Assessment Using Rubrics and the Rasch Model of 14/15-Year-Old Students’ Difficulties in Arguing About Bottled Water Consumption. Research in Science Education, 52, 1075–1091.
NO Política de acceso abierto tomada de: https://v2.sherpa.ac.uk/id/publication/16494
NO This work is part of the ‘R&D Excelencia’ Project “Development of skills in problems of daily life through scientific practices of argumentation, inquiry and modelling in secondary and university education” (EDU2017-82197-P), funded by the Spanish Ministry of Economy and Finance through its 2017 research call.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 20 ene 2026