A JOINT ASSESSMENT OF REASONING ABOUT GENERAL STATEMENTS IN MATHEMATICS AND BIOLOGY

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F21%3A43904311" target="_blank" >RIV/60076658:12410/21:43904311 - isvavai.cz</a>

Alternative codes found

RIV/62690094:18470/21:50018982

Result on the web

<a href="https://www.eriesjournal.com/index.php/eries/article/view/557" target="_blank" >https://www.eriesjournal.com/index.php/eries/article/view/557</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.7160/eriesj.2021.140406" target="_blank" >10.7160/eriesj.2021.140406</a>

Result language

angličtina

Original language name

A JOINT ASSESSMENT OF REASONING ABOUT GENERAL STATEMENTS IN MATHEMATICS AND BIOLOGY

Original language description

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.

Czech name

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Czech description

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Type

J_SC - Article in a specialist periodical, which is included in the SCOPUS database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

<a href="/en/project/TL02000368" target="_blank" >TL02000368: Learning Hyperspace for Formative Assessment and Inquiry Based Science Teaching</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2021

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Journal on Efficiency and Responsibility in Education and Science

ISSN

2336-2375

e-ISSN

—

Volume of the periodical

14

Issue of the periodical within the volume

4

Country of publishing house

CZ - CZECH REPUBLIC

Number of pages

18

Pages from-to

270-287

UT code for WoS article

000744194500007

EID of the result in the Scopus database

2-s2.0-85125877156