STUDENTS REASONING ABOUT ELECTRICITY - COMBINING PERFORMANCE ASSESSMENTS WITH ARGUMENTATION ANALYSIS

In this paper a set of methodological procedures to analyse students' arguments is presented. Normative perspectives from the philosophy of science and naturalistic perspectives from sociolinguistics are brough t together to analyse students dyadic discourse. The Toulmin layout of arguments was interpreted and applied to student arguments as they co mpleted an electricity-based performance assessment. Results showed th at in these contexts students could complete the task without warranti ng all arguments. Conditions leading to the warranted arguments are ex plored. The paper concludes by suggesting extensions of this methodolo gy for further research in science education.