Assessment through rubrics of scientific argumentation activities about the consumption of bottled water
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https://doi.org/10.17979/arec.2019.3.1.4623Abstract
The contexts of daily life reinforce the interest to learn in the students while allow to apply the learning outside the classroom. In this paper, a proposal is presented to evaluate the argumentation capacity of students through the use of rubrics. The evaluation activities are part of a training program whose purpose is to transmit certain values and knowledge about the consumption of bottled water, while working on scientific argumentation. Specifically, it shows a scheme of analysis of the difficulty of argumentation activities based on two aspects: the degree of familiarization of students with the scientific content involved in each of them and the origin of the evidence needed to build a scientific argument. Finally, a learning progression is proposed as a hypothesis to improve the capacity for scientific argumentation based on the data obtained with secondary students.
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