Scientific argumentation is a key practice in the construction, confirmation, and legalization of scientific knowledge. Although studies on scientific argumentation have been relatively plentiful, there are few quantitative studies on how students mentally perceive scientific argumentation, given that traditional quantitative tools such as Likert scales are usually decontextualized or applied in unrealistic situations. In light of this limitation in educational research, the following research question was formulated: how do contextual factors, added in to quantitative scales, influence the large-scale assessment (assessment involving complex statistical methods) of students’ epistemic cognition of scientific argument (ECSA)? The current study engaged with this research question by developing a large-scale assessment tool for students’ ECSA. After establishing the ECSA framework based on Toulmin’s argument pattern, and designing the questionnaire by combining two authentic contexts (“the selection of cable material” and “the necessity of adding tax on petrol to reduce global warming”), the tool was examined and modified through interviews and a Rasch model analysis. The instrument was then applied in a large-scale assessment of high school students’ ECSA. The results indicate two possible ways in which context influences students’ ECSA—creating differences directly and amplifying possible pre-existing differences. The results pointed to the complexity of context in the development and application of large-scale epistemic cognition assessments, with the key implications that context affects the building of epistemic cognition framework and the interpretation of the results.

中文翻译：

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语境对高中生科学论证认知认知大规模测评的影响

科学论证是科学知识建构、确证和合法化的关键实践。尽管对科学论证的研究相对丰富，但考虑到像李克特量表这样的传统定量工具通常是脱离背景的或应用于不切实际的情况，关于学生如何心理感知科学论证的定量研究很少。鉴于教育研究的这一局限性，提出了以下研究问题：添加到定量量表中的语境因素如何影响学生对科学论证的认知认知（ECSA）的大规模评估（评估涉及复杂的统计方法） ）？当前的研究通过为学生的 ECSA 开发大规模评估工具来解决这个研究问题。在基于 Toulmin 的论证模式建立 ECSA 框架后，结合两个真实语境（“电缆材料的选择”和“对汽油加税以减少全球变暖的必要性”）设计问卷，对该工具进行了检查和修改通过访谈和 Rasch 模型分析。然后将该工具应用于高中生 ECSA 的大规模评估。结果表明环境影响学生 ECSA 的两种可能方式——直接创造差异和放大可能存在的差异。结果表明，在大规模认知认知评估的发展和应用中，情境的复杂性，其关键意义在于情境影响认知认知框架的构建和结果的解释。