Student Decision Making in a Scenario-based Investigation of an Ecosystem
Cathy Ellen Mehl 1 * , Hui Jin 2, Kenneth F. Llort 2
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1 Ohio State University, USA
2 Educational Testing Service, USA
* Corresponding Author

Abstract

Argumentation is an important component of scientific education (Osborne, 2010). However, how students create and evaluate competing arguments in scientific investigations is a complex construct, which presents significant challenges for assessment. We engaged 349 middle and high school students in a virtual scientific investigation based on an authentic problem involving the ecosystem of Yellowstone National Park. Students evaluated three possible causes for vegetation loss in Lamar Valley: tourism, global warming, and killing wolves. Students compared their responses to individual claims to formulate a final decision. The authors developed a coding system to assess student arguments and analysed how students changed their evaluations across the investigation. Four distinct levels of responses reveal the range of student decision making and patterns that have implications for instruction and assessment. Few student evaluations explained both merits and weaknesses of claims.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/112278

EURASIA J MATH SCI T, 2020 - Volume 16 Issue 1, Article No: em1809

Publication date: 27 Sep 2019

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