职前化学教师科学论证能力的表现性评价

Performance Assessment of Scientific Argumentation Abilities of Pre-Service Chemistry Teachers

运用表现性评价法评价职前化学教师科学论证建构的情况,以及实施论证教学前后论证能力的变化。结果表明,实施论证教学后,职前化学教师的论证在观点方面没有显著变化,但提出证据和阐述理由的能力都有显著提高。深入分析发现论证建构的主要问题是：观点正确,但证据和理由不充分;论证中暴露典型的相异构想;观点、证据和理由不一致。

The purpose of this study was to investigate the changes of pre-service chemistry teachers＇ scientific argumentation abilities by the method of performance assessment, before and after argumentation teaching. The results showed that the rate of correction of their viewpoints had no significant improvement, yet their abilities to provide evidences and reasons were im- proved evidently. In spite of this, there were still some problems in their arguments. Specifically, evidences and reasons presented to support some of the viewpoints were insufficiently and inconsistently with each other, and there were alternative conceptions in some of their arguments.