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|Title:||Pre-Service Teachers’ Argumentations in the Context of Assessment|
Fischer, Martin R.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Bauer, E., Sailer, M., Kiesewetter, J., Fischer, M. R., & Fischer, F. (2021). Pre-Service Teachers’ Argumentations in the Context of Assessment. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 669-672). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||In this article, we introduce a conception of diagnostic argumentation skills and define three relevant facets, namely justification, disconfirmation and transparency. We present initial investigations in the three facets’ (co-)occurrences in diagnostic argumentation and their relation with the accuracy of diagnostic decisions in the context of teacher education. For this purpose, we analyze data of 118 pre-service teachers, who were learning with simulated cases concerned with the topic of students’ clinical problems. We interpret the results as justification, disconfirmation and transparency being three distinct facets of diagnostic argumentation skills. We also assume that justification may relate to cross-domain transferable argumentation skills, while disconfirmation and transparency are rather context-specific aspects of diagnostic argumentation, relating to standards in diagnosing. Moreover, we discuss the type of reasoning and prior processing of the case as potential explanation for a correlation found between justification in diagnostic argumentation and the accuracy of diagnostic decisions.|
|Appears in Collections:||ISLS Annual Meeting 2021|
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