Scientific argumentation: Assessment, analysis, and teaching strategies
My research project focuses primarily on examining students' scientific arguments in PISA 2015. A design of enquiry is explicitly included on the new PISA framework using interactive simulations that enable students to generate relevant evidence in order to support their arguments. This new format provides an opportunity to analyze the quality of students' arguments and the challenges they faced in constructing their arguments in a large-scale study. The analysis on the characteristics of students' arguments can cast a better light on designing teaching strategies that address the challenges to promote scientific argumentation practices in the classrooms.
- Teig, N., Scherer, R., & Nilsen, T. (2018). More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science. Learning and Instruction, 56, 20-29. https://doi.org/10.1016/j.learninstruc.2018.02.006
- Teig, N., Scherer, R., & Nilsen, T. (2019, in press). I Know I Can, but Do I Have the Time? The Role of Teachers’ Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science. Frontiers in Psychology, https://doi.org/10.3389/fpsyg.2019.01697