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The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21, 553-576
International Journal of Science Education
Abstract
The research reported in this paper stemmed from our conviction that argument is a central dimension of both science and science education. Our specific intention was to determine whether secondary science teachers in England give pupils opportunities to develop and rehearse the skills of argumentation during their lessons. We found that classroom discourse was largely teacher dominated and tended not to foster the reflective discussion of scientific issues. Opportunities for the social construction of knowledge, that are afforded by the use of argument-based pedagogical techniques, were few and far between. After a discussion of teachers' responses to this finding, we highlighted two major explanations: firstly, limitations in teachers' pedagogical repertoires; secondly, external pressures imposed upon science teachers in England by the National Curriculum and its assessment system.
... Evidence indicates that students have difficulties in developing arguments and participating in argumentative discourses [7,8]. One reason for this difficulty posits that teacher pedagogical skills are limited with regard to organizing activities that support the discourse of argumentation [7,9,10]. Most science classes do not involve activities that facilitate argumentation and critical thinking [9]. ...
... One reason for this difficulty posits that teacher pedagogical skills are limited with regard to organizing activities that support the discourse of argumentation [7,9,10]. Most science classes do not involve activities that facilitate argumentation and critical thinking [9]. As a result, students in many 2 chemistry classes, have difficulty being active in the learning process and taking part in activities such as arguing, thinking critically about phenomena in everyday life, and communicating in the classroom. ...
The aim of this research was to develop the chemistry students’ soft skills through acid-based learning by integrating Think Pair Square (TPSq) using a socio critical and problem-oriented approach. The study involved 36, year 11, secondary school students. A qualitative research methodology using interviews, observations, a VLES questionnaire, and a reflective journal was employed to understand the process and to engage the participants. The issues of 1000mg vitamin C, “kangen water”, and infused water in relation to acid-base concept water was used to encourage students’ critical thinking in solving the problems. The results showed that students were engaged and motivated in meaningful chemistry learning experiences, while the teacher was challenged in the role of facilitator. The soft skills of collaboration and communication, and critical and creative thinking were stimulated during the process. The students learned to reflect on their own values during debate whilst solving the problems. Learning implications observed during the process showed that students’ soft skills developed during the learning process.
Context: One of the Sustainable Development Goals (SDGs) is to realize quality education: Ensuring inclusive and quality education for all. In recent years, the teaching and learning argumentation has emerged in educational curricula in various countries as a significant educational goal, including Indonesia. Argumentation is a critically important discourse process in science, and it should be taught and learned in the science classroom as part of scientific inquiry and literacy. Objective: This study aims to describe the profile of argumentation research in science education and reveal the contributions of researchers from Indonesia based on the Scopus database. Method: This reseach used bibliometric analysis. The strategy used to choose the most suitable, select research manuscripts that meet the specified criteria, and compile data. The data obtained in (.ris) extensions and Microsoft excel files were analyzed and presented in graphical images and multi-dimensional scale diagrams using VOSviewer software. Results and Discussion: The search using the keyword "science education argumentation" in the Scopus database obtained 1091 documents for all years. Six countries with the highest contribution in a row were the United States 331 documents, Turkey 96 documents, Germany 73 documents, United Kingdom 69 documents, Spain 60 documents and Indonesia 50 documents. Meanwhile, the five highest affiliates from Indonesia that have the highest contribution are Universitas Pendidikan Indonesia, Universitas Negeri Malang, Universitas Sebelas Maret, Universitas Negeri Surabaya dan Universitas Negeri Yogyakarta. Based on the visualization analysis of the research profile, "science education argumentation" resulting in three major clusters and one little cluster: (1) argumentation in the theoretical domain (2) argumentation in the implementation domain (3) argumentation in the development models domain and (4) argumentation in the scientific argumentation discourse domain. Erduran is the most productive researcher, but Osborne is the most influential researcher in the field of scientific argumentation. The direction of argumentation research trends developed from theoretical and philosophical domains to practical domains of classroom learning. The implementation of argumentation-based learning to improve students' argumentation skills has developed its application to a wider variety of learning materials. Research Implications: The research findings are expected to help related researchers to recognize the trend research argumentation in science education globally and recommend directions for further study.
Der Beitrag geht aus bildungs- und kompetenztheoretischer Perspektive der Frage nach, wie sich Souveränität in algorithmisierten Gesellschaften bestimmen lässt. Hierzu werden relationale Subjektfiguren (entangled, circulated subjects) erprobt, die jenseits eines individuellen und starken Subjekts argumentieren. Sie sind anschlussfähig an gegenwärtige Diskussionen zum computational thinking, die die Basis für einen zukunftsträchtigen, kollaborativen Ansatz von Souveränität bilden.
Bu çalışmanın amacı; artırılmış gerçeklik (AG) uygulamalarıyla desteklenmiş Argümantasyon Tabanlı Bilim Öğrenme (ATBÖ) yaklaşımının sekizinci sınıf öğrencilerinin akademik başarılarına ve eleştirel düşünme becerilerine etkisini araştırmaktır. Araştırmada karma yöntem kullanılmıştır. Çalışma 2021-2022 eğitim öğretim yılının güz yarıyılında, Türkiye’deki bir ortaokulda gerçekleştirilmiştir. Çalışmaya üç farklı sınıf dahil edilmiştir. Bu sınıflardan ilkinde; ATBÖ yaklaşımı, ikincisinde; geleneksel yaklaşımla birlikte AG uygulamaları kullanılmış, üçüncüsünde ise ATBÖ yaklaşımı ve AG uygulamaları birlikte kullanılmıştır. Etkinlikler birbirini takip eden iki ünitede gerçekleştirilmiştir. Her iki ünitenin de başlangıcında ve sonunda Ünite Tabanlı Akademik Başarı Testleri ve Eleştirel Düşünme Testi ölçme aracı olarak kullanılmıştır. Uygulamaların sonunda üç gruptan da dört öğrenci ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Nicel verilerin sonuçlarına göre; sadece ATBÖ yaklaşımının kullanıldığı Deney A grubu ile sadece AG uygulamalarının kullanıldığı Deney B grubu arasında akademik başarı ve eleştirel düşünme testlerinde Deney A grubu lehine istatistiksel olarak anlamlı farklılık bulunmaktadır. AG uygulamalarıyla desteklenmiş ATBÖ yaklaşımının kullanıldığı Deney C grubu ile sadece AG uygulamalarının kullanıldığı Deney B grubu arasında her iki testte de Deney C grubu lehine istatistiksel olarak anlamlı farklılık bulunmaktadır. Deney A ve Deney C grupları arasında ise akademik başarı ve eleştirel düşünme açısından anlamlı bir fark bulunmamaktadır.
Bu çalışmada temel biyokimya dersi endokrin ve sinir sistemi konusunda argumantasyona dayalı probleme-dayalı öğrenme yaklaşımında varsayımsal- tümdengelimli akıl yürütme modeline göre geliştirilen senaryolar ile ilgili bir devlet üniversitesi sağlık bilimleri fakültesi birinci sınıf hemşirelik öğrencilerinin görüşlerinin alınması amaçlanmıştır (N=189). Betimsel nitelikteki bu araştırmada tarama modeli kullanılmıştır. Öğrencilerin senaryolar ile ilgili görüşlerinin alınmasında eğitim yönlendiricisi tarafından kimya eğitimi alanında iki uzmanın görüşü alınarak hazırlanan ‘Yapılandırılmış Görüşme Formu’ kullanılmıştır. Formdan elde edilen veriler, NVivo programıyla içerik analizine tabi tutulmuştur. Çalışmanın sonucu, öğrencilerin çoğunluğunun tüm senaryolarla ilgili olumlu görüş frekanslarının olumsuz görüş frekanslarından yüksek olduğunu göstermiştir. Araştırmada öğrencilerin senaryolara eklenmesi gereken kısımlarla ilgili yaratıcı önerilerine değinilmiştir.
Observing the argumentation of a scientific event and understanding skill is an important component of scientific literacy. In this paper, the effect of lecturing with argumentation-oriented activities in science classes on student success and the retention of knowledge has been analyzed. The study was conducted between 2006 and 2008 academic years in an elementary school in Amasya, Turkey. The study employed a quasi-experimental research method. Argumentation based teaching method was used in experimental group. Traditional teaching method was used in control group. Two different tests were developed for data collection in the study. A subject-related success test was developed in order to determine the success of students and a preliminary knowledge test was developed to check whether the classes were equivalent and to determine their preliminary knowledge. It has been found out that there was a significant difference in favor of the experimental group in terms of student success and the retention of knowledge. When experimental groups worked on for two years were compared, no significant difference was detected between student success rates; however, the scores of second year experimental group were found to be higher. It can be said that argumentation based teaching model affects students’ development of conceptual understanding and their information permanence. Argumentation can also be employed in teaching other subjects. Class activities have to be developed and argumentation norms have to be applied in science teaching so that young individuals can gain confidence in employing argumentation.
The emphasis on language and literacy in science education research has urged science teachers to include reading as an integral part of learning science. However, in US secondary schools, the percentage of students reading under grade level is high, and emergent bilinguals (EBs) are significantly represented among this group. While researchers across disciplines have proposed a number of prescriptive reading practices in science classrooms tightly aligned with instructional standards, few scholars have closely examined the starting point of reading instruction in science classrooms, and even fewer have focused on actual instruction for EBs in these classrooms. This study examines the nature of existing reading practices in science classrooms, with a particular focus on EBs. Using a qualitative multiple case study method, this study found significant mismatches between actual classroom practices and the ideal prescriptions about science reading instruction portrayed in educational standards and research. This study also found that teachers were battling numerous obstacles to implementing research/standards‐based prescriptions. With the implications of science reading instruction for EBs' language and science content learning, this article will contribute to developing reading instruction and practices grounded in real classrooms and improving the instructional environment for reading‐inclusive science classrooms.
Collaborative problem-solving (CPS) includes multiple socio-cognitive processes that can be challenging to investigate. Constructing arguments is a key practice at the intersection of CPS and science learning. To understand how students construct arguments and develop science knowledge during CPS, we focus on team synchrony—the extent of similarity of navigation actions between team members—in a game-based learning environment. Specifically, we examined the impact of team synchrony on students’ argument construction and science knowledge acquisition in a science learning game, Alien Rescue. Using a mixed methods approach, we analyzed a range of in-game data and performance data of 69 teams from 146 sixth-grade students. Our results show that team synchrony enhanced students’ science knowledge acquisition, whereas its effects on argumentation features were nuanced: (a) higher team synchrony groups were more productive in constructing backing compared to low team synchrony groups in conditions where their prior knowledge was high, and (b) there was no significant difference between the two groups in generating claims. We also identified two illustrative cases to show the observed relationship between team synchrony and complexity of arguments that students constructed as a team. Our study has implications for tracing learning processes through log and textual data to understand students’ CPS process and performance, which consequently inform the design of scaffolds that support students’ CPS.
Argumentation can be defined as a process in which claim, data, justification and supports, which are considered the basic building blocks of an argument, are connected together in a meaningful way. Especially in Science Education, argumentation method is known to have positive contributions to the learning-teaching processes. Today, there is much opportunity to integrate digital tools or software in argumentation processes for better learning outcomes. The literature points out the difficulties experienced by teachers and learners in the argumentation processes and emphasizes that digital tools or software can offer solutions to these problems. In this context, a wide variety of software is used to support argumentation processes in education more effectively and easily. The aim of this study is to examine existing argumentation software and to determine the features of a new "E-Argumentation" software, which is supposed to be a better and contemporary solution for argumentation processes, based on a needs analysis. Justification of E-Argumentation Software… 362 Existing argumentation software is not rich in terms of multimedia usage and not compatible with group work, which is important in argumentation processes, or with three argumentation approaches in the literature. Furthermore, existing software has serious shortcomings in terms of usability and educational value. As a result, it is clear that there is a need for argumentation software which is compatible with current technologies, pedagogically useful, and has high level of usability and accessibility.
Over the course of the last 50 years, research in didactics of science has produced knowledge and provided us with the support to have a minimum of certainty when planning courses aimed at encouraging students to produce significant knowledge, not only about the content of scientific disciplines but also, and primarily, about the process of constructing science itself. However, if a large fraction of society working in the teaching of natural sciences accepts the theoretical references for planning teaching, empirical data on the knowledge effectively produced by students in courses, mainly regarding the acquisition of the process of constructing science, that is, scientific enculturation, are still being obtained, and numerous studies have shown that teaching – including university teaching – has transmitted empirical-inductivist views of science that are far removed from how scientific knowledge is constructed and produced (Matthews, 1991).
Many studies have examined the effect of argumentation-based instruction methods on student achievement in the literature. However, there was no mixed-research synthesis study providing a holistic overview of quantitative and qualitative research findings of primary studies. To fill this gap in the literature, the study investigated the effects of argumentation-based instructional practices on student achievement. It also aimed to reveal the factors affecting these practices by combining the quantitative and qualitative research findings. Therefore, a mixed-research synthesis was employed to achieve this purpose. The study included 72 quantitative and 22 qualitative studies. The data obtained from the quantitative studies were combined using a meta-analysis method, and the qualitative data were combined using a thematic synthesis method. Several analytical themes were created regarding the factors affecting argumentation-based instruction, and various analytic themes (recommendations/hypotheses) were developed accordingly. According to the data from the thematic synthesis, 13 analytical themes emerged. The meta-analytic results indicated that the argumentation method had a large positive effect on student achievement (g = 0.927, 95% CI [0.789, 1.064]). Also, the moderator analysis revealed that argumentation-based instruction highly affected student achievement in Chemistry and Mathematics than others. Also, the time allocated to courses was influential in increasing student achievement. Lastly, attempts were made to explain the variance between studies included in the meta-analysis using the analytical themes developed in the thematic synthesis. The thematic synthesis results indicated that the learning outcomes and the environment should be taken into consideration in argumentation-based instruction and that some deficiencies should be resolved.
After the pandemic with the coronavirus, many teachers and students were trained in the use of digital tools. Indeed, many of these tools are being used more and more frequently and facilitate learning in combination with other methods. In this study, the authors present the teaching approach of scientific discourse to high school students, aged 17-18 (secondary level education in Greece). Scientific discourse is characterized by specific conventions, standards, and practices that are recognized and accepted within the scientific community. It typically involves various forms of communication, including scientific papers, research articles, conference presentations, and scientific discussions. Through this didactic scenario, students will acquire the knowledge required for communication, discourse, persuasion techniques, and means.
The study examined preservice teachers’ development in conceptions of NOS and their argumentation components using an explicit approach that targets NOS and argumentation. Participants were 20 preservice elementary teachers enrolled in a science methods course emphasizing explicit instruction of NOS and argumentation through various hands-on activities covering scientific and socioscientific contexts. Data were gathered through pre-/post context-specific questionnaires followed by semi-structured interviews. Results showed substantial improvements in participants’ conceptions of NOS and argumentation components. Notably, NOS comprehension showed a more pronounced enhancement in scientific contexts compared to socioscientific ones, while both contexts displayed developments in argumentation, slightly more so within scientific contexts. The results were interpreted taking into account the following issues: explicit approach for NOS and argumentation, connected approach to teach NOS and argumentation, and scientific vs. socioscientific contexts. Implications concerning NOS and argumentation pedagogy were discussed.
This chapter argues that the arrival of the Anthropocene era requires a substantial re-set of science education. It makes a case for re-orienting science education to foreground meta-level understanding of science (looking at it “from above,” in the social/political/cultural/historical context in which it arose) over science’s “content,” its modes of inquiry, and/or its internal social practices. The chapter posits using deconstruction-based approaches to create, not the “used futures” science education is currently entangled with, but the new futures we need. The approaches set out in the chapter would be quite unlike the forms of science education we know today, but, given science’s role in bringing about the Anthropocene era, that is its central point.
This small-scale, qualitative study uses educational design research to explore how focusing on argumentation may contribute to students’ learning to engage in inquiry independently. Understanding inquiry as the construction of a scientifically cogent argument in support of a claim may encourage students to develop personal reasons for adhering to scientific criteria and to use these with understanding rather than by rote. An understanding of the characteristics of scientific evidence may clarify why doing inquiry in specific ways is important, in addition to the how. On the basis of five design principles—derived from literature—that integrate argumentation in inquiry and enhance learning through practical activities, we developed a teaching-learning sequence of five activities aimed at developing inquiry knowledge in lower secondary school students. By means of observations of a grade 9 physics class (N=23, aged 14–15), students’ answers to worksheets, and self-reflection questions, we explored whether the design principles resulted in the intended students’ actions and attitudes. We studied whether the activities stimulated students to engage in argumentation and to develop the targeted inquiry knowledge. The focus on argumentation, specifically through critical evaluation of the quality of evidence, persuaded students to evaluate whether what they thought, said, or claimed was “scientifically” justifiable and convincing. They gradually uncovered key characteristics of scientific evidence, understandings of what counts as convincing in science, and why. Rather than adopting and practicing the traditional inquiry skills, students in these activities developed a cognitive need and readiness for learning such skills. Of their own accord, they used their gained insights to make deliberate decisions about collecting reliable and valid data and substantiating the reliability of their claims. This study contributes to our understanding of how to enable students to successfully engage in inquiry by extending the theoretical framework for argumentation toward teaching inquiry and by developing a tested educational approach derived from it.
This study focused on the use of anticipation guides (AG) as a reading strategy to support science reading and explored the level of students’ scientific written arguments as a result. An AG consists of four components that address the topic of the reading activity: statements about the content, what I think, what the texts say, and evidence in the text. These components create a bridge to explore and assess students’ scientific written arguments at the end of the course. We employed a case study with an embedded quasi-experimental design to analyse the impact of using an AG, along with a thematic analysis to report students’ perceptions. The present study involved 40 college students (prospective physics teachers) in the Department of Physics Education, taking a course in the Fundamentals of Physics. The findings show that the use of an AG significantly affected students’ scientific written arguments, specifically in proposing a claim-reasoning-evidence (CRE) structure. The student participants found that using an AG in reading activities was challenging but interesting because they had to find evidence in the texts to support their initial statements regarding what they thought. We also discuss the implications of this study.
Argumentation is an indispensable part of scientific knowledge construction, and the inquiry laboratory is full of opportunities for argumentation. Yet, at primary schools, students learn science without any inducement to argumentation or inquiry. To fill this need, this study was aimed to develop pre-service primary teachers’ understanding of and skills in relation to scientific argumentation. In the study, we applied the principles of argument-driven inquiry (ADI) laboratory in the Science and Technology Laboratory Applications course. The participants were 57 pre-service primary teachers (PPTs). The research design was an embedded mixed method design, in which qualitative data was embedded in the quantitative design. The quantitative design was pre-test, post-test one group experimental design. The main sources of data were the Argumentation Test (AT) and PPTs’ written arguments. The PPTs actively participated in 5 ADI laboratory works after they were introduced to inquiry and argumentation in 4 preparatory laboratory sessions. The results showed statistically significant development of PPTs’ understanding of argumentation based on the analysis of AT responses. The analysis of written arguments supported these results by indicating improvement in PPTs’ arguments from weak to strong arguments. Implications of these findings highlight first, the efficacy of ADI laboratory work in engaging pre-service primary teachers in argument and inquiry-based instructional practices, and second, in supporting understanding of and skills regarding argumentation given the significance of their role in promoting scientific literacy.
Bu çalışmanın amacı, Argümantasyon Tabanlı Bilim Öğrenme yaklaşımının (ATBÖ), özel yetenekli öğrencilerin üst bilişsel becerilerine etkisini araştırmaktır. Araştırmanın modeli nicel araştırma yöntemlerinden deneme modeli olup; ön ve son test kontrol gruplu tam deneysel desen kullanılmıştır. Çalışma grubunu amaçsal örnekleme yöntemi ile seçilmiş ortaokul 8. sınıf düzeyindeki 44 özel yetenekli öğrenci oluşturmaktadır. Çalışmada rastgele olarak bir deney ve bir kontrol grubu seçilmiştir. Çalışmanın başlangıcında ve sonunda deney ve kontrol gruplarına Bilişüstü Yeti Anketi uygulanmış, grup içi ve gruplar arası farklar tespit edilmeye çalışılmıştır. Araştırmada toplanan nicel verilerin analizleri, araştırma problemlerine uygun istatistiksel yöntemler kullanılarak yapılmıştır. Araştırma sonuçlarına göre, öğrencilerin Bilişüstü Yeti Anketi’nden aldıkları puanlar karşılaştırıldığında istatistiksel olarak anlamlı bir farkın olmadığı ortaya çıkmıştır.
Bu araştırmanın amacı, Montessori uygulayıcısı erken çocukluk dönemi eğitimcilerinin bilimsel süreç becerilerinin kazandırılmasına ilişkin görüş ve uygulamalarını incelemektir. Montessori uygulayıcısı üç okul öncesi öğretmeni ve iki usta öğreticinin katıldığı bu araştırma durum çalışması deseninde gerçekleştirilmiştir. Katılımcılar, amaçlı örneklem yöntemlerinden biri olan ölçüt örneklemeye göre belirlenmiştir. Veriler, ders planı yapılandırma formu, bilimsel süreç becerileri görüşme soruları ve sınıf içi gözlem formu aracılığıyla toplanmıştır. Ders planları ve görüşme soruları aracılığıyla toplanan veriler üzerinde tümevarımsal içerik analizi yapılmıştır. Sınıf içi gözlemler ise analitik bir gözlem protokolü yardımıyla analiz edilmiştir. Bulgular, erken çocukluk dönemi eğitimcilerinin gözlem, tahmin etme, sınıflama, ölçme ve çıkarım yapma becerisini kazandırma eğiliminde olduklarını ortaya çıkarmıştır. Ayrıca katılımcılar, etkinliklerini planlarken ve uygularken çocuk bilişi ve anlayışları, bilim okuryazarlığı, vatandaşlık-karakter eğitimi ve çocuk merkezli pedagojik stratejilere odaklanmışlardır. Katılımcıların çocukları değerlendirirken bireysel gözlemleri kullandıkları tespit edilmiştir. Sınırlı sayıda Montessori uygulayıcısı erken çocukluk dönemi eğitimcileriyle yürütülen bu çalışma, farklı programları uygulayan öğretmenlerin karşılaştırılacağı şekilde genişletilebilir.
Constructing arguments is essential in science subjects like chemistry. For example, students in organic chemistry should learn to argue about the plausibility of competing chemical reactions by including various sources of evidence and justifying the derived information with reasoning. While doing so, students face significant challenges in coherently structuring their arguments and integrating chemical concepts. For this reason, a reliable assessment of students' argumentation is critical. However, as arguments are usually presented in open‐ended tasks, scoring assessments manually is resource‐consuming and conceptually difficult. To augment human diagnostic capabilities, artificial intelligence techniques such as machine learning or natural language processing offer novel possibilities for an in‐depth analysis of students' argumentation. In this study, we extensively evaluated students' written arguments about the plausibility of competing chemical reactions based on a methodological approach called computational grounded theory . By using an unsupervised clustering technique, we sought to evaluate students' argumentation patterns in detail, providing new insights into the modes of reasoning and levels of granularity applied in students' written accounts. Based on this analysis, we developed a holistic 20‐category rubric by combining the data‐driven clusters with a theory‐driven framework to automate the analysis of the identified argumentation patterns. Pre‐trained large language models in conjunction with deep neural networks provided almost perfect machine‐human score agreement and well‐interpretable results, which underpins the potential of the applied state‐of‐the‐art deep learning techniques in analyzing students' argument complexity. The findings demonstrate an approach to combining human and computer‐based analysis in uncovering written argumentation.
Παρόλο που πολλές έρευνες έχουν μελετήσει την ποιότητα των επιστημονικών επιχειρημάτων που παράγουν οι μαθητές, υπάρχουν ελάχιστες έρευνες που μελετούν την επίδραση διδακτικών παρεμβάσεων στην ικανότητα των μαθητών να κρίνουν τα αποδεικτικά στοιχεία επιστημονικών επιχειρημάτων. Η παρούσα εργασία εξετάζει την επίδραση μιας διδακτικής παρέμβασης στις ικανότητες των μαθητών της Στ΄ τάξης του δημοτικού σχολείου να κρίνουν τα αποδεικτικά στοιχεία επιχειρημάτων για τους ηλεκτρομαγνήτες. Αναπτύχθηκε εκπαιδευτικό υλικό για τους ηλεκτρομαγνήτες που βασίστηκε στη διδακτική προσέγγιση της «μάθησης μέσω πρακτικών», το οποίο εφαρμόστηκε σε 28 μαθητές της Στ΄ τάξης του δημοτικού σχολείου. Ως εργαλείο συλλογής των δεδομένων χρησιμοποιήθηκε ένα ερωτηματολόγιο, το οποίο συμπληρώθηκε από τους μαθητές πριν και μετά τη διδακτική παρέμβαση. Η ανάλυση των δεδομένων έδειξε ότι οι μαθητές, μετά τη διδακτική παρέμβαση, βελτίωσαν σημαντικά τις ικανότητές τους να εντοπίζουν αποδεικτικά στοιχεία σε επιχειρήματα, να αναγνωρίζουν τα αποδεικτικά στοιχεία που είναι αναγκαίο να περιλαμβάνονται στα επιχειρήματα, να κρίνουν αποδεικτικά στοιχεία, και να αξιολογούν επιχειρήματα με βάση τα αποδεικτικά τους στοιχεία.
DESCRIPTION
In recent years, argumentation, or the justification of knowledge claims with evidence and reasons, has emerged as a significant educational goal, advocated in international curricula and investigated through school-based research. Research on argumentation in science education has made connections to the cognitive, linguistic, social and epistemic aspects of argumentation. The particular context of physics as the domain underpinning argumentation has been relatively under-researched. The purpose of this paper is to outline how argumentation can be situated within physics education to serve different types of learning goals. Following a review of trends in the literature on physics education research in recent years, we focus on a set of themes to illustrate the nature of issues raised by research on argumentation in physics education. In particular, we trace themes related to subject knowledge, scientific methods and socio-scientific contexts, and subsequently turn to the role of visual tools in supporting the teaching and learning of argumentation in physics. The chapter thus raises questions about how physics education can be enhanced through argumentation. We identify a number of areas for future research and development in argumentation research in physics education.
At the crossroads of education and linguistics, my argument is based on a corpus of ten videotaped debates organized in 2011 and 2012 in Mexico, the US and France. The studied innovative pedagogical activity brings teenagers to reason about what would determine access to drinking water in the future. In this paper, I focus on the quality of student-student interactions in small groups, showing that engaging in a cognitive exploration of the controversy relies on socio-cognitivo-emotional argumentation. On the basis of previous literature, I propose 5 indicators of the quality of group talk and specify how it relates on the one hand with the deepening of the space of debate at the group scale and, on the other hand, with the strengthening of arguments, at the individual scale. I also show how exploratory talk requires appropriate, both anticipatory and reactive, emotional regulation. A case study illustrates how these analytical categories apply to authentic student discourse.
The construction of scientific explanations is recognised by science education researchers and curriculum developers as one of the core epistemic practices in which students should acquire proficiency. However, little is known about the knowledge and skills that teachers must and do put into practice to successfully engage their students in building explanations. Therefore, an exploratory study was conducted to analyse the instructional strategies that two secondary science teachers used to promote students’ participation in the elaboration of scientific explanations. To this end, a multi-method approach was used for data collection, which included observations and semi-structured interviews. Data analysis was carried out in two stages: the first stage was aimed at inductively encoding the participants’ interactions and discursive actions, and the second stage was aimed at performing a cross-case examination of them through constant comparative analysis. Codes were refined and clustered into seven categories. The results show that teachers quite frequently use micro strategies to interact with and guide students in explanatory episodes, but very rarely structure them into/within a complete instructional sequence to purposely promote the formulation of scientific explanations. This suggests the need to promote an explicit and conscious science teacher training to enrich their knowledge of instructional strategies for fostering and scaffolding students’ explanations.
The most important understanding science students should acquire is arguably an understanding of science as a way of knowing, one central to science but not specific to it. Students' own engagement in scientific inquiry and argument can support this developing understanding but does not guarantee it. We report the results of urban adolescents' participation in an extended intervention engaging them in guided inquiry and argument in exploring a multivariable database. Delayed posttest assessments with new content confirmed progress in developing the rich multivariable causal reasoning essential to science. Accompanying this progress was progress in understanding scientific practice, shown in the way students approached reconciling contrasting scientific claims, displaying understanding of when contrasting causal claims conflict with one another and require resolution and when they do not because they work together in a multivariable causal system. Such understanding is a prerequisite to the critical scientific endeavor of resolving diverging claims. Students showed greater benefits in these respects when the intervention activities involved content personally relevant to them and spanned more than one topic.
The targeted teacher profile for the 21st century includes the ability to become competent in many areas based on knowledge, skills (cognitive skills, internal skills, social skills, research skills, learning-teaching skills), and values that fit the needs of the age. This study aimed to develop, implement, and evaluate argumentation-based inquiry teaching practices for the training of qualified science teachers. In this context, first, practices in argumentation-based inquiry were developed to educate individuals with mental flexibility; the ability to look at events from different perspectives and to think in alternative ways are necessary skills for the 21st century. Second, the planned argumentation-based inquiry practices were applied for 14 weeks in the “Science Literacy” elective course. To evaluate the effect of the implementation, science teacher candidates’ scientific process skills, high-level thinking skills, and consideration of the nature of science were investigated. A “concurrent triangulation design” was used in this mixed methods research. The study group comprised 38 science teacher candidates. Quantitative data were collected using a scientific process skills test, critical thinking disposition instruments, a metacognitive awareness inventory, and a nature of science views test. Qualitative data were collected through a semi-structured interview and documents (reflective learning diaries, reflective evaluation notes). The results show that the quantitative and qualitative findings support each other. It was determined that the practices carried out during the 14 weeks contributed to the science teacher candidates’ development of scientific process skills, critical thinking tendencies, metacognitive awareness, and views about the nature of science.
Purpose: This study was conducted with students in their third year at the Department of Science Teaching at Kastamonu University in the 2015-2016 academic year. The objective of the study is to investigate the effect of argumentation-based inquiry approach and argumentation-based inquiry approach supported by metacognition activities on science achievement of students. Design/Methodology/Approach: The study was carried out in 10 weeks with the participation of 69 students divided into three groups, namely, the ABI group, the ABI + metacognitive activity group and the group in which the traditional method was applied. An achievement test consisting of 25 questions and semi-structured interviews were used as data collection tools. Findings: The data obtained showed that there was a significant difference between the groups, which was in favor of groups where the ABI approach was applied, and that there was a slightly significant difference between groups of ABI and the ABI supported by metacognition activities, which was in favor of the ABI group supported by metacognition activities. The interviews with students revealed many important and positive outcomes; the students stated that they were satisfied with the ABI applications, that they would prefer ABI in their professional lives, and that the applications facilitated the scientific thinking process. Highlights: Metacognition has an important place in scientific literacy and structuring of knowledge. Because it provides metacognition to be aware of the individual's own learning and learning process. It can be said that language practices such as discussion and writing, especially in the ABI process, activate cognitive and metacognitive mechanisms.
Secondary school students often only use the rules for doing scientific inquiry when prompted, as if they fail to see the point of doing so. This qualitative design study explores conditions to address this problem in school science inquiry. Dutch students (N = 22, aged 14–15) repeatedly consider the quality of their work: in a conventional, guided inquiry approach; by evaluating their conclusion in terms of the contextual purpose of the investigation; as consumers of knowledge facing the (hypothetical) risk of applying the findings in the real world. By gauging students’ confidence in the inquiry’s trustworthiness, we established that, while each confrontation instigated some students to (re)consider the quality of their inquiry, the final stage had the greatest impact. Students came to see that finding trustworthy results is essential, requiring scientific standards. The scientific quality of their inquiries was described, weaknesses identified and compared with the improvements students themselves proposed for their inquiries. While the improvements were expressed in non-specific terms these align with a scientific perspective. Students now wanted to find trustworthy answers by exploiting scientific standards. In enabling students to engage successfully in basic scientific inquiry, finding ways to establish students’ mental readiness for attending to the quality of their scientific claims, and of personalised scientific criteria for their assessment, is indispensable.
The engagement of students in processes for evaluating scientific arguments is particularly important for science education of all students. Research studying students’ abilities to evaluate scientific arguments based on their evidence is limited. The present paper investigates the impact of a teaching sequence for temperature and heat, which is based on the teaching science-as-practice approach, on primary school students’ abilities to evaluate the evidence of the written scientific arguments they read. The instructional material developed was implemented to 262 students aged 12 years. A questionnaire was developed and completed by the students before and after the implementation of the teaching–learning sequence. The data analysis showed that the teaching sequence significantly contributed to improving students’ abilities to locate evidence in arguments, identify relevant supporting evidence that should be included in arguments, evaluate whether a piece of evidence is strong or weak, and compare and evaluate two arguments according to the evidence they include. This study provides preliminary evidence that a teaching sequence which is based on the teaching science-as-practice approach may be effective for increasing primary school students’ abilities to evaluate the evidence of scientific arguments. The results of this study and their implications for both research and practice are discussed.
This study aimed to determine the effects of the argument-driven inquiry learning method on students’ conceptual learning in science education. The study is conducted with embedded mixed-methods research design from mixed research methods. The study was conducted with 64 7th-grade students consisting of 31 students in the experimental group and 33 students in the control group from a public school in the Aegean Region in Turkey. The unit “electrical energy” was taught using the argumentdriven inquiry learning method in the experiment group, and the 2013 science curriculum and activities in the control group. The quantitative data collection tool used in this research was the “Conceptual Learning Test” while the qualitative data collection tools used were daily student reflections, research observation notes. To determine students’ conceptual learning, of non-parametric tests, the Wilcoxon Z test was used for withingroup comparisons and the Mann-Whitney U test was used to compare groups. For qualitative data analysis, descriptive analysis and content analysis were used based on the situation. According to the analysis of data, a significant difference in favor of the experiment group was observed in students’ conceptual learning. The reason for the positive change in experiment group students’ conceptual understanding was that the method presents an opportunity for students to explore information (the conceptual relationships by exploring the effects of the variables within the cases), discuss information within the group and out-group peers, and structurize. In conclusion, the current study might contribute to using the argument-driven inquiry learning method in a science course to literature and shed light on new studies.
Argumentation in science as an approach to scientific literacy has been gaining the education sectors’ attention. However, as the demands in education changes, assessing the effectiveness of argument-based learning (ABL) in science becomes more important. The researchers meta-analyzed 14 empirical research papers between 2011 and 2021 that were gathered from different metasearch engines and screened according to pre-determined criteria. The Comprehensive Meta-Analysis generated the effect size, forest
and funnel plots, moderator analysis, and other relevant statistical results. Findings have shown that ABL is an effective pedagogy (ES = .803) in different scientific fields, educational levels, and modes of instruction (computer-based and non-computer based). The researchers recommended the use of ABL to enhance conceptual understanding in basic and tertiary science education; improve teachers’ pedagogical skills on integrating ABL with different scientific disciplines and supplementary strategies; and conduct studies on ABL in relevance to varying settings such as online distance learning.
Civic engagement that leverages scientific concepts and reasoning is cited as a goal of science education, yet little research has attended to authentic enactments of science-related civic engagement that youth undertake currently. We shed light on this understudied area by investigating youth letters written to the (then unknown) future US president in 2016. Using qualitative text analysis, we examined youth scientific reasoning via argumentation about climate change, aiming to clarify how youth use science in conjunction with other forms of reasoning within civic engagement, specifically around two popular icons of climate change—polar bears and the Great Barrier Reef. We describe several observed trends including a high frequency of logical appeals and their co-occurrence with implicit ethical appeals. We use these findings to offer implications for science education research and practice, suggesting explicit attention to the role of morals, ethics, and politics in science-related civic engagement.
This paper reports on a qualitative study that examined the perceptions of English teachers towards the ‘teachability’ of metaphorical language in Chilean EFL classrooms. The study aimed at gaining a better understanding of teachers’ perceptions of the role of metaphor in the English language classroom. A group of six in-service English teachers participated in this qualitative study. Data were gathered through semi-structured interviews, which addressed three broad dimensions: (i) the views and definitions of metaphor; (ii) the teachability of metaphorically used language; and (iii) preparedness to teach metaphor. The data were thoroughly coded and analyzed thematically. The results revealed that, despite an apparently heightened awareness of the presence and role of metaphor in culture, this did not permeate the participants’ teaching practices, thus calling for more explicit preparation in teacher education programs and radical changes to the ‘educational culture’ that is still imbued with dominant neoliberal ways of doing and thinking.
This study seeks to understand why dialogic argumentation has not been adopted as a legitimate means of instruction by science teachers. To answer this question, this qualitative case study examines the mutually constitutive relationships between macrolevel phenomena, such as the taken‐for‐granted institutional mandates that teachers and schools call upon to maintain their legitimacy in society, and microlevel routinized teacher–student classroom interactions. Integrating ethnography with the analysis of classroom interactions, we seek to capture the social structuring that informs instruction and classroom interactions. Based on an inductive analysis of observations, interviews with teachers, and documents, three types of macrolevel institutional logics that mediate against the implementation of dialogic argumentation emerged. These included the logics of (a) accountability, (b) tracking, and (c) the profession. These logics give rise to instructional practices that run counter to the pursuit of dialogic argumentation. Classroom observations were analyzed to examine how these logics are conveyed through institutionally bounded interactions between teachers and students. Shaped by these institutional logics, instruction in classrooms is narrowed to mostly direct instruction of terminology and absolute facts, and is stratified into various status levels according to classroom tracking. We argue that teachers may resist dialogic argumentation primarily because it violates the fundamental rules, norms, and practices that grant them individual and organizational legitimacy. This contextualization of teacher–student interactions as motivated by institutional logics may explain in greater detail the absence of dialogic argumentation from science classrooms.
This study investigated the impact of an online peer-review script on students’ argumentative peer-review quality and argumentative essay writing. A pre- and post-test experimental design was used with 42 undergraduate students in the field of educational science. Students were randomly divided over 21 dyads and assigned to two conditions (unscripted and scripted peer-review). Students were first asked to write an original argumentative essay about the topic at hand. Then, students in the scripted condition had to review their peer’s argumentative essay based on a peer-review script while students in the unscripted condition reviewed their peer’s essay without the script. Finally, all students had to revise their original essay based on the comments of their peers. Students in the scripted peer-review condition outperformed students in the unscripted condition in terms of quality of their argumentative peer-review and argumentative essay writing. These results are discussed and implications are provided.
In this study, four perspectives and concrete instructional strategies are clarified through the analysis of IDEAS project. The perspectives and strategies are needed to introduce argument into science classrooms. The perspectives consist of "Understanding of importance of argument", "Understanding of learning environments", "Understanding of structure of learning tasks" and "Understanding of teaching skills". Furthermore, some strategies are analyzed from points of three instructional settings: 1) introducing argument, 2) developing argument and 3) evaluating argument. These strategies are as follows. 1) In the first setting, the strategies are "introducing contents of argument to students in easier teams", "instructing students in the requirement of argument explicitly" and "providing the appropriate tasks for promoting argument". 2) In the second setting, the strategies are "providing students resources for constructing argument" and "introducing roleplaying in the classroom". 3) In the third setting, the strategies are "evaluating the form of argument" and "evaluating the quality of argument".
In schools, classroom talk is often dominated by teachers´ lecturing or asking closed questions followed by teachers’ evaluative feedback. When the teacher presents ideas to students or uses the question-response feedback, the talk is considered as authoritative talk. On the other side, during dialogic talk, the teacher reacts to students´ views and responses. The important role of the teachers in promoting dialogic classroom talk has been demonstrated in many previous studies. However, little is known about how student teachers use different talk forms, especially in inquiry-based biology lessons which is the focus of this research. The primary school student teachers’ lessons – a total of 14 lessons of five student teachers – were videotaped and audiotaped. The data were analysed using theory-based content analysis. The results show that the primary school student teachers used more authoritative classroom talk than dialogical classroom talk in their inquiry-based lessons. Mainly, non-interactive authoritative talk form was used by all student teachers, and interactive dialogic talk form was used least. Authoritative talk was used in all stages of the inquiry-based lesson. Dialogic talk was used more during introduction and examination stages. The findings suggest that in teacher education, student teachers need scaffold in talking with pupils when carrying out inquiry-based teaching. Key words: authoritative talk, dialogic talk, inquiry-based lesson, primary school, teacher education.
The aim of this study was to determine how a learning and teaching experience, which related to socioscientific argumentation and pedagogical content knowledge (PCK), changed elementary teachers' views of teaching with socioscientific argumentation, as well as the change in their PCK and instructional practices. Five teachers studying for the classroom‐teaching master's degree program of a foundation university in Turkey were included in the study, which lasted for a total of 10 weeks. Interviews to determine the PCK of these elementary teachers were first conducted, and their instructional practices were observed. Then, teachers attended a course related to socioscientific argumentation and PCK. Finally, PCK interviews were conducted for a second time with all the teachers and their instructional practices were observed again. The qualitative data collected from the study were analyzed by inductive content analysis, based on the constant comparative method. Classroom observations were evaluated with an analytical evaluation rubric. The results revealed that the learning and teaching experience undergone by the participating teachers improved the following components of their PCK: orientations (OTS), students' understanding (KSU), instructional strategies (KISR), and knowledge of assessment (KAS). After the course, strong interactions occurred among all the components, with the exceptions of knowledge of curriculum and knowledge of assessment. Furthermore, teacher efficacy, which is an effective element of PCK, is embedded in the components of KSU and KISR of the PCK for socioscientific argumentation. Therefore, it was concluded that the PCK for socioscientific argumentation of the participating elementary teachers improved while both learning and teaching.
Logical connectives are grammatical linkers that appear as essential
components in the production of logical argumentation of inquiry
and critical thinking in school science activities. However, these
cohesive terms represent a language barrier for science student
learning. Therefore, students’ lack in their understanding of
academic connectives as well as their inability to properly use
them in science school activities are fundamental issues
concerning science teachers’ awareness of the particular
difficulties students usually experience with this type of academic
words. Thus, this study has aimed to help 11th grade science
students to improve their ability to perform scientific writing in
English and then to exemplify for science teachers how they can
incorporate specific supporting language activities into their
science lessons. Particularly, student reasoning enhancement has
focused on giving them multiple exposures and opportunities to
practice with logical connectives in an engaging context. This
teaching support has successfully scaffolded student ability to
gain knowledge on those terms, which has prompted their
capacity to express themselves scientifically.
Çalışmanın amacı; eğitim alanında “eleştirel düşünme” konusu üzerine yapılmış tezlerin doküman analizi yöntemiyle incelenmesidir. Araştırma kapsamında; 2019 yılına kadar gerçekleştirilen, YÖK Ulusal Tez Merkezinin veri tabanına kayıtlı toplam 268 tez analiz edilmiştir. Tezler amaçlı örnekleme yöntemi ile belirlenmiştir. Belirlenen tezlere içerik analizi uygulanmıştır. Sonuç olarak eleştirel düşünme konusunda en fazla yüksek lisans tezlerinin olduğu, daha çok deneysel ve tarama araştırma yöntemlerinin tercih edildiği nicel çalışmaların yapıldığı belirlenmiştir. Tezlerde örneklem seviyesi lisans öğrencilerinin ve anket/ölçek gibi veri toplama araçlarının daha fazla tercih edildiği tespit edilmiştir. Tezlerde daha çok parametrik analizlerin kullanıldığı sonucuna ulaşılmıştır. Tezlerde elde edilen sonuçlarda ise genel olarak eleştirel düşünmenin orta ve düşük düzeyde olduğu belirtilmiştir.
Este artículo aborda las prácticas de escritura en laboratorios, particularmente los problemas recurrentes en la presentación de informes de laboratorio. Se analizan las percepciones de los estudiantes y profesores sobre estos problemas, y se presentan una serie de recomendaciones de apoyo relacionadas con la escritura en este género. Se observaron clases de laboratorio y se tomó una muestra aleatoria cegada de 20 informes. El análisis de esta muestra se centró en las secciones de resultados, discusión y conclusiones que causan las mayores dificultades para los estudiantes. Profesores y estudiantes también fueron entrevistados. Los datos recopilados sugieren que el escenario de laboratorio puede promover la enseñanza de géneros como la presentación de informes y se presta a la presentación y discusión de información e ideas dentro de una comunidad en una disciplina académica.
Grounded within current reform recommendations and built upon Giere’s views (1986, 1999) on model-based science, we propose an alternative approach to science education which we refer to as the Evidence-Explanation (EE) Continuum . The approach addresses conceptual, epistemological, and social domains of knowledge, and places emphasis on the epistemological conversations about data acquisitions and transformations in the sciences. The steps of data transformation, which we refer to as data-texts , we argue, unfold the processes of using evidence during knowledge building and reveal the dynamics of scientific practices. Data-texts involve (a) obtaining observations/measurements to become data; (b) selecting and interpreting data to become evidence; (c) using evidence to ascertain patterns and develop models; and (d) utilizing the patterns and models to propose and refine explanations. Throughout the transformations of the EE continuum, there are stages of transition that foster the engagement of learners in negotiations of meaning and collective construction of knowledge. A focus on the EE continuum facilitates the emergence of further insights, both by questioning the nature of the data and its multiple possibilities for change and representations and by reflecting on the nature of the explanations. The shift of emphasis to the epistemics of science holds implications for the design of learning environments that support learners in developing contemporary understandings of the nature and processes of scientific practices.
Bu araştırmanın amacı, farklı deneyimlerdeki okul öncesi öğretmenlerinin kendi fen öğretimi uygulamalarına yönelik pedagojik kavramsallaştırmalarını incelemektir. Araştırma, erken çocukluk dönemi fen öğretimi uygulamalarının altında yatan nedenlerin ve aksiyonların daha derinlemesine ve bütüncül bir yaklaşımla ele alınabilmesi için durum çalışması deseni aracılığıyla gerçekleştirilmiştir. Araştırma MEB’e bağlı anaokullarında görev yapan dört okul öncesi öğretmeniyle yürütülmüştür. Her öğretmenin erken çocukluk dönemi fen öğretimi kavramsallaştırmalarının, farklı birer durumu temsil etmesi nedeniyle araştırmanın tasarımı çoklu durum çalışmasıdır. Araştırmadaki veriler Ders Planı Yapılandırma Formu (DPYF) ve Öğretim Temelli Görüşme Formu (ÖTGF) yardımıyla toplanmıştır. Ayrıca bu veriler, gözlem sonuçları yardımıyla da zenginleştirilmiştir. Dolayısıyla bu araştırmaya katılan dört okul öncesi öğretmeni önce bir fen öğretimi etkinliği (yoğurt yapımı) planlamış ardından genel fen öğretimi ve bu etkinliğe dair pedagojik kavramsallaştırmalar yapmışlardır. Ardından bu etkinliği sınıflarında uygulamışlardır. Son olarak video temelli olarak kaydedilen kendi öğretimlerinden önemli anları izleyerek pedagojik yapılarına dair yorumlamalarda bulunmuşlardır. Verilerin çözümlenmesiyle ilgili süreçler, nitel bakış açısını yansıtacak ve açıklayacak şekilde tümevarımcı bir yaklaşımla ele alınmıştır. Ayrıca sürekli karşılaştırma yöntemi aracılığıyla öğretmen kavramsallaştırmalarının kendi aralarında kıyaslanması sağlanmıştır. Diğer yandan sınıf gözlemleri ise analitik bir gözlem protokolü kullanılarak analiz edilmiştir. Analiz sonuçları, okul öncesi öğretmenlerinin fen öğretimi uygulamalarını bilimsel süreç becerileri, vatandaşlık, karakter ve değerler eğitimi hedefleriyle bağdaştırdıklarını göstermiştir. Ayrıca fen öğretim uygulamalarının teorik ve pratik niteliği meslekî deneyim eşiğine bağlı olarak değişmektedir. Okul öncesi öğretmenlerinin öğretimi planlarken ve uygularken kullandıkları temel pedagojik araçlar; amaç ve hedefler, çocuk anlayışları ve stratejilerdir. Ulaşılan sonuçlar, mevcut alanyazın temelinde derinlemesine tartışılmış ve bu doğrultuda gerekli öneriler verilmiştir.
Background
As engineering becomes increasingly incorporated into precollege classrooms, it is important to explore students' ability to engage in engineering practices. One of these practices, engaging in argument from evidence, has been well studied in science education. However, it has not yet been fully explored in engineering education.
Purpose
This study aims to identify the classroom situations that prompt students to justify their engineering design ideas and decisions. The following research question guided the study: What initiates the need for fifth‐ to eighth‐grade students to use evidence‐based reasoning (EBR) while they are generating solutions to engineering design problems in engineering design‐based science, technology, engineering, and mathematics (STEM) integration units?
Methods
Within the naturalistic inquiry methodology, we analyzed student team audio recordings from the implementation of seven different engineering design‐based STEM integration curricula across three school districts to identify instances of EBR and categorize the situations that led to them.
Results
This analysis produced seven categories of situations that prompted students to use EBR. Two of these categories, responding to adult and documenting, were teacher‐prompted; students frequently justified their design ideas and decisions when talking with adults or responding to prompts on worksheets. The other five categories were student‐directed: negotiating, correcting, validating, clarifying with team, and sharing. These categories occurred without direct prompts from adults or documents.
Conclusions
This study offers implications for teachers and curriculum developers about how to explicitly integrate scaffolds for EBR into design‐based curricula as well as what situations teachers can look for to observe student‐directed use of EBR.
A pesquisa foi realizada a partir do desenvolvimento de aulas remotas considerando o contexto da pandemia vivenciado no ano de 2020 e que limitou muitas das ações realizadas pelos professores da educação básica. O foco do estudo esteve na discussão sobre a possibilidade de promover a Alfabetização Científica (AC) durante as aulas, tendo como tema gerador o uso de agrotóxicos. De forma mais específica, o estudo avaliou as contribuições das ações didáticas desenvolvidas para contemplar os indicadores de alfabetização científica propostos por Sasseron (2008) e quais os mais favorecidos nas atividades realizadas. No texto são descritas as sete atividades desenvolvidas durante os encontros e que foram encaminhadas via WhatsApp. O estudo foi desenvolvido com alunos do sétimo ano do Ensino Fundamental de duas escolas da rede pública do Rio Grande do Sul. A pesquisa participante de cunho qualitativo teve o objetivo de identificar a presença dos Indicadores de AC na perspectiva de Sasseron (2008) nas atividades desenvolvidas. Sendo que a análise das atividades indicou a presença dos indicadores de AC apontando que promover situações de aprendizagem voltadas à reflexão, ao pensamento crítico, à leitura e à pesquisa pode contribuir para a formação da cidadania mesmo em um contexto de ensino remoto.
Educational initiatives in multiple disciplinary areas call for student engagement in the practice of argumentation (CCSSI, 2010a National Governors Association Center for Best Practices, & Council of Chief State School Officers. (Common Core Standards Initiative (CCSSI), 2010a). Common Core State Standards for Mathematics: Mathematical practices. http://www.corestandards.org/Math/Practice/ [Google Scholar], 2010b National Governors Association Center for Best Practices, & Council of Chief State School Officers. (Common Core Standards Initiative (CCSSI), 2010b). Common Core State Standards for English Language Arts: Writing, Grades 9–10. http://www.corestandards.org/ELA-Literacy/WHST/9-10/ [Google Scholar]; Mullis & Martin, 2017 Mullis, I. V., & Martin, M. O. (2017). TIMSS 2019 Assessment Frameworks. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. [Google Scholar]; NGSS Lead States, 2013 Lead States, N. G. S. S. (2013). Next generation science standards: For states, by states. The National Academies Press. [Google Scholar]; OECD, 2018 Organization for Economic Cooperation and Development (OECD). (2018). Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework. https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf. [Google Scholar]). In science education, immersive argument-based inquiry (ABI) is one category of approaches which integrates argumentation in all classroom activity in order to support conceptual understanding in science. Previous research has reported details of specific immersive ABI approaches but has failed to summarise the characteristics common to all approaches categorised this way and the critical components underlying the learning environments supporting these approaches. This study identified common elements of immersive ABI learning environments through a systematic literature review of 16 existing approaches. Open and axial coding led to the identification of three categories of common elements, including student actions, teacher actions, and generative opportunities. Implications and potential steps to build further understanding of the common elements are discussed.
Proceedings of an International Workshop held at the University of Bremen, March 4-8, 1991 about physics learning.
Introduction
Part I: Theoretical Descriptions of Learning Processes in Physics
Part II: Metacognition and Beliefs about Learning and the Nature of Science
Part III: Empirical Studies of Learning Pathways
Part IV: Instructional Strategies Based on Research
This is a book written for language teachers, prospective teachers, students in the language teaching departments and researchers working in this field. This book includes the issues related to language teaching, how to do it effectively and how to focus on different language skills such as listening, speaking, reading and writing in the language classroom. It is believed that this book will facilitate the process of teaching English as a foreign and/or language in different language teaching contexts all around the world. It consists of thirteen chapters which are concerned with important issues to be taken into account while teaching a second and/or foreign language.
Most previous research on human cognition has focused on problem-solving, and has confined its investigations to the laboratory. As a result, it has been difficult to account for complex mental processes and their place in culture and history. In this startling - indeed, disco in forting - study, Jean Lave moves the analysis of one particular form of cognitive activity, - arithmetic problem-solving - out of the laboratory into the domain of everyday life. In so doing, she shows how mathematics in the 'real world', like all thinking, is shaped by the dynamic encounter between the culturally endowed mind and its total context, a subtle interaction that shapes 1) Both tile human subject and the world within which it acts. The study is focused on mundane daily, activities, such as grocery shopping for 'best buys' in the supermarket, dieting, and so on. Innovative in its method, fascinating in its findings, the research is above all significant in its theoretical contributions. Have offers a cogent critique of conventional cognitive theory, turning for an alternative to recent social theory, and weaving a compelling synthesis from elements of culture theory, theories of practice, and Marxist discourse. The result is a new way of understanding human thought processes, a vision of cognition as the dialectic between persons-acting, and the settings in which their activity is constituted. The book will appeal to anthropologists, for its novel theory of the relation of cognition to culture and context; to cognitive scientists and educational theorists; and to the 'plain folks' who form its subject, and who will recognize themselves in it, a rare accomplishment in the modern social sciences.
The view that knowledge cannot be transmitted but must be constructed by the mental activity of learners underpins contemporary perspectives on science education. This article, which presents a theoretical perspective on teaching and learning science in the social setting of classrooms, is informed by a view of scientific knowledge as socially constructed and by a perspective on the learning of science as knowledge construction involving both individual and social processes. First, we present an overview of the nature of scientific knowledge. We then describe two major traditions in explaining the process of learning science: personal and social constructivism. Finally, we illustrate how both personal and social perspectives on learning, as well as perspectives on the nature of the scientific knowledge to be learned, are necessary in interpreting science learning in formal settings.
This study analyzed student talk in working groups during four laboratory investigations. Its purpose was to understand the process by which students solve scientific problems, the difficulties students encounter in developing the requisite pieces of scientific arguments while negotiating their social roles, and the ways these roles shape task engagement and the development and articulation of the arguments themselves. The discourse of 6 groups of four students each was audiotaped and 2 groups were videotaped during the planning, execution, and interpretation of student-designed experiments in a 10th-grade interdisciplinary science class. Goals of student engagement, knowledge building within an intellectual framework, and construction of scientific arguments were used to examine conceptual difficulties and social interactions. Within-group comparisons across labs and across-group comparisons within labs were made. It was determined that: (a) students became much better at using the scientific method to construct convincing arguments, and (b) specific social roles and leadership styles developed within groups that greatly influenced the ease with which students developed scientific understanding. The results demonstrate not only that knowledge building involves the construction of scientifically appropriate arguments, but that the extent to which this knowledge building takes place depends on students learning to use tools of the scientific community: their expectations about the intellectual nature of the tasks and their role in carrying these tasks out: and the access they have to the appropriate social context in which to practice developing skills. © 1996 John Wiley & Sons, Inc.
A study of science classroom behaviours reported by Eggleston et al. (1976) was replicated in 60 secondary school classrooms where the National Curriculum was being followed. Key teacher and pupil characteristics were matched across the two samples, and it was suggested that curriculum change was the most likely factor influencing changes in the teaching and learning processes which were observed. It was found that there was more emphasis upon lower‐order intellectual skills in classrooms where the National Curriculum was being studied. There were also fewer speculative behaviours and fewer behaviours concerned with experimentation. It was shown that a less effective informational instructional strategy was more popular with teachers implementing the National Curriculum, and that instructional strategies which involved practical work were less frequently employed. Participating teachers were asked to give possible reasons for these changes, and it was suggested by many of them that an overburdened curriculum may be a significant factor influencing their choice of teaching and learning strategies. It was suggested that this problem would only be resolved if the informational content of the National Curriculum was reduced, perhaps by focusing upon those key concepts which Bruner (1961) has described as constituting the structureof the discipline.
Examining both theoretical issues and an episode of classroom teaching, this article argues that competence in academic subjects depends on mastery of their specialized patterns of language use. These patterns are described in terms of: (1) the semantics underlying Halliday's functional linguistics, and (2) the structural analysis of written and spoken communication genres. The breakdown of communication during a classroom episode illustrates important relationships among semantic differences, social conflict, and academic success.
Advice and guidance for developing students' language and study skills are offered for science teachers in this book. The suggestions are intended for practicing secondary science teachers to use in helping their students to become autonomous learners. Most of the 10 chapters in this book consist of an introduction, a listing and discussion of problem areas, and suggested strategies for coping with the problems. The section on problems is primarily theoretical and draws on research and surveys as well as personal experience. The major topics addressed include: (1) the aims of science education and the teaching of study skills; (2) reading skills and materials; (3) pupils' writing; (4) worksheets; (5) teacher talk; (6) talking and listening by pupils; (7) information skills; (8) examination techniques; and (9) the teaching of language and study skills in science. Several of the chapters also contain reference lists and an appendix which provides the teacher with practical directions, forms and policy statements. (ML)
This paper reports on a case study focusing on the development of students' capacity to develop and assess arguments in the context of instruction in high school genetics. It is part of a wider project whose goals were: (1) the identification of the conditions for argument (and in general scientific reasoning) to occur in science classrooms; (2) the analysis of argument patterns used by students; and (3) the exploration of the degree of specificity or subject-matter dependence of these argument patterns. The methodology involved observation, video and audiotaping of students while working in groups to design and solve problems. Toulmin's argument pattern was used as a tool for the analysis of students' conversation and this was coded using a framework for epistemic operations. The different arguments constructed by students are discussed along with what could be viewed as the students' version of the pattern (claims and warrants) which was used the most. The epistemic operations with relation to consistency and the evidence of school culture are also discussed. Implications for the context required for argumentation and true science dialogue in the classroom are suggested. Contains 22 references. (Author/JRH)
Reviews the purposes, underlying assumptions, and curriculum development model for the United Kingdom's "Children's Learning in Science Project." Explains the general features and phases of the constructivist approach to learning that the program advocates. Identifies theoretical developments on children's ideas, the constructivist view of learning, and learning as conceptual change. (ML)
Reports an empirical study of 13-yr-old children talking about school tasks in small groups with and without a teacher, focusing on the role of talk in learning and the abilities, both cognitive and social, exhibited by the children as they coped with their tasks. Methods of studying and setting up group work in schools, the role of children's questions in their understanding, and the applicability of a "frames" concept to the study of meaning in conversations are described. (3 p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Even though the sciences may deserve an important and enhanced place in the curriculum, it is crucial that educators situate reforms in science education in the larger social context in which educational reforms are taking place. How and by whom reform is defined and carried out will have a significant impact on who benefits from the process. I argue that education in general has increasingly become dominated by economic interests that can lead not to enhancing equality but to its opposite. There are important ideological shifts that are occurring not only in what education is for, but in the content and control of curriculum and teaching. This has also been accompanied by an attempt to not only increase the influence of economic needs on schools, but to make education itself an economic product like all others. This will have a major impact on science education in particular, because both science and technology are seen as high-status in the transformation of education into solely an economic tool.
The importance of group discussion in facilitating learning in science is widely acknowledged. At the same time, it is recognized that in the social context of small groups, peers' discussion processes and their subsequent learning are influenced by factors other than students' conceptual understanding. Focusing on the social processes of knowledge construction in group settings, this article investigates the ways Greek secondary school students interacted in pairs and fours while discussing and attempting to explain simple physical phenomena. The study showed that students progressed significantly more in their physics reasoning after participation in fours than pairs. Moreover, the analysis of discourse in the different groupings suggested that the differences in progress were related to the more constrained modes of interaction of pairs. © 1996 John Wiley & Sons, Inc.
Ninety-one Grade 12 science students were asked to read five popular reports of science. The students were within 4 months of graduation, and all were taking at least one course of senior biology, chemistry, or physics. On average, the students had completed about four high school science courses. The reports were chosen from widely available published work appearing in newspapers, science magazines, and general interest magazines. The tasks given to students required them to interpret the pragmatic meaning of the reports, that is, the meaning of the reports in relation to the goals and intentions of the authors and the context set by the reports. The students interpreted statements in the reports with a bias towards truth ascription by attributing to the statements a higher degree of certainty than was expressed by the authors. Also, no more than one half of the students accurately understood the scientific status and role of statements when that understanding required contextualized interpretation on the basis of the relationships among statements in the reports. Implications for the development of scientific literacy follow from the fact that these students were top science students, yet they did not fully grasp the fundamentals of interpreting texts that are major sources of new scientific knowledge for most laypeople.
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