Scholarlink

<p>We present the evaluation of an educational task based on Txikipedia, an online encyclopedia for children&#xa0;integrated within the Basque Wikipedia, in the context of biodiversity literacy in Pre-service Primary Science&#xa0;Teacher education. The global biodiversity crisis is one of our biggest environmental problems and teacher&#xa0;training programs must contribute to improve students’ literacy while raising awareness towards nature and its&#xa0;values. We designed an authentic task where students adapted content and published it in Txikipedia. After&#xa0;three years of implementation, we evaluated the student-generated articles regarding the taxon coverage and&#xa0;the scientific and pedagogic quality. Some shortcomings were detected in the articles regarding the use of&#xa0;pedagogic facilitators or biodiversity conservation aspects. For subsequent editions, we designed and validated&#xa0;through a reliability analysis an instructional rubric to be used as a formative assessment tool. The rubric&#xa0;elements were organized in two dimensions and aligned with transversal and course-specific competences: i)&#xa0;a dimension including criteria for “a good Txikipedia article” and writing standards, and ii) a domain-specific&#xa0;dimension with criteria related to critical information literacy and pedagogical knowledge about biodiversity.&#xa0;The rubric was tested with 20 student-generated articles and three rounds of item analysis to ensure content&#xa0;validity and inter-rater agreement reliability tests were performed. The final version of the rubric, BIOTA-R,&#xa0;was implemented as an evaluation tool in the 2022-2023 academic year with another 24 student-generated&#xa0;articles and showed that the quality of the students’ articles improved regarding: i) the “good article” criteria;&#xa0;ii) the scientific content for the target audience and iii) the link of biodiversity topics with sustainability. All in&#xa0;all, our students have contributed to 238 articles, which have been viewed over 131,000 times. We conclude&#xa0;that projects of this kind contribute to improve pre-service primary teachers’ biodiversity knowledge and help&#xa0;them develop critical information literacy.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

A wikipedia-based Authentic Task About Biodiversity in Pre-service Primary Science Teacher Education: Evaluation, Re-design and Validation of a Multidimensional Rubric for K-12 Content

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年9月9日

查看全文
  • Arantza Rico,
  • Igone Palacios-Agúndez,
  • Galder Gonzalez-Larrañaga

摘要

We present the evaluation of an educational task based on Txikipedia, an online encyclopedia for children integrated within the Basque Wikipedia, in the context of biodiversity literacy in Pre-service Primary Science Teacher education. The global biodiversity crisis is one of our biggest environmental problems and teacher training programs must contribute to improve students’ literacy while raising awareness towards nature and its values. We designed an authentic task where students adapted content and published it in Txikipedia. After three years of implementation, we evaluated the student-generated articles regarding the taxon coverage and the scientific and pedagogic quality. Some shortcomings were detected in the articles regarding the use of pedagogic facilitators or biodiversity conservation aspects. For subsequent editions, we designed and validated through a reliability analysis an instructional rubric to be used as a formative assessment tool. The rubric elements were organized in two dimensions and aligned with transversal and course-specific competences: i) a dimension including criteria for “a good Txikipedia article” and writing standards, and ii) a domain-specific dimension with criteria related to critical information literacy and pedagogical knowledge about biodiversity. The rubric was tested with 20 student-generated articles and three rounds of item analysis to ensure content validity and inter-rater agreement reliability tests were performed. The final version of the rubric, BIOTA-R, was implemented as an evaluation tool in the 2022-2023 academic year with another 24 student-generated articles and showed that the quality of the students’ articles improved regarding: i) the “good article” criteria; ii) the scientific content for the target audience and iii) the link of biodiversity topics with sustainability. All in all, our students have contributed to 238 articles, which have been viewed over 131,000 times. We conclude that projects of this kind contribute to improve pre-service primary teachers’ biodiversity knowledge and help them develop critical information literacy.