A Joint Assessment of Reasoning about General Statements in Mathematics and Biology

Pub Date : 2021-12-20 DOI:10.7160/eriesj.2021.140406
L. Samková, Lukáš Rokos, L. Vízek
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Abstract

This contribution belongs to a larger empirical study that focuses on issues related to the implementation of inquiry-based learning and formative assessment in science and mathematics education, while it also refers to the issue of STEM education. Here, we discuss the two topics from the perspective of professional preparation of primary school teachers. We employ an educational tool called Concept Cartoons and perceive it as a common diagnostic tool for investigating modes of reasoning about general statements in arithmetic, geometry and biology. The presented qualitative exploratory empirical study maps and codes various kinds of reasoning that can be identified with the tool and investigates possibilities of a joint coding procedure. As a result, it provides a conversion table between various modes of reasoning in the three subject domains. The arisen code categories cover the field of generic examples, including the initial stages so that they can be used for scaffolding the process of learning the foundations of deductive reasoning. The joint approach to reasoning in mathematics and biology shows how argumentation and formative assessment can be understood equally and developed simultaneously in both school subjects. It helps us to see how the two school subjects can be integrated didactically.
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数学和生物学中一般陈述推理的联合评估
这一贡献属于一项更大的实证研究,该研究侧重于在科学和数学教育中实施研究性学习和形成性评估的相关问题,同时也涉及STEM教育的问题。在此,我们从小学教师专业准备的角度来探讨这两个主题。我们使用了一种叫做概念漫画的教育工具,并将其视为一种常见的诊断工具,用于研究算术、几何和生物学中一般陈述的推理模式。所提出的定性探索性实证研究映射和编码各种推理,可以识别的工具,并调查联合编码程序的可能性。因此,它提供了三个主题领域中各种推理模式之间的转换表。出现的代码类别涵盖了通用示例领域,包括初始阶段,以便它们可以用于构建学习演绎推理基础的过程。数学和生物学推理的联合方法表明,论证和形成性评估如何在两门学科中得到平等的理解和同时发展。它帮助我们看到两门学校学科如何在教学上结合起来。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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