Abstract
The aim of this study is to investigate whether the LiteMap application tool helps teachers annotate students’ socio-scientific discussion and assess their evidence-based dialogue using a rubric system of inquiry skills for Responsible Research and Innovation (RRI). This study focuses on a set of materials and activities of the European ENGAGE project used by Brazilian students from a city affected by the Zika virus to discuss whether the mosquito Aedes Aegypti should be exterminated or not. The Zika virus project was developed by 24 teachers and 478 students from a public professional school in Irecê including also 5 collaborators and 2 researchers. This qualitative study analyses the dialogue of 35 students (21 girls and 14 boys) randomly selected who participated of 1-h debate to discuss their informed views and evidence-based opinions. Findings of this study reveal that the rubric system facilitates the annotation and mapping of questions, claims, arguments and evidence. LiteMap was useful to represent students’ evidence based dialogue and provide feedback. The visualization of evidence-based dialogue maps can be used by teachers and students during formative assessment of inquiry skills for RRI. However, the process must be planned and it requires time.
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Acknowledgements
The authors would like to thank the colleagues from the ENGAGE project and the COLEARN community for their support. This work was supported by the European Commission and CAPES/MEC in Brazil, process 88881.131870/2016-01, public notice PDSE, nº. 19/2016.
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Rocha, A.K.L.T., Rocha, A.B.L.T., Okada, A. (2018). Rubric to Assess Evidence-Based Dialogue of Socio-Scientific Issues with LiteMap. In: Ras, E., Guerrero Roldán, A. (eds) Technology Enhanced Assessment. TEA 2017. Communications in Computer and Information Science, vol 829. Springer, Cham. https://doi.org/10.1007/978-3-319-97807-9_11
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