Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions
Bibliographic Data
Engaging children in argumentation‐focused discussions is essential to helping them collaboratively make sense of scientific phenomena. To support this effort, teachers must listen and be responsive to students' ideas to move the discussion forward with the goal of reaching consensus. Given the complexity of this ambitious science teaching practice, in lieu of traditional field experiences, online simulated teaching experiences provide opportunities for preservice teachers to practice implementing these strategies in a low‐risk, high‐support environment. Limited research has explored elementary preservice teachers' responsiveness while navigating an argumentation‐focused discussion, particularly in an online simulated teaching experience. The purpose of this study was to examine preservice teachers' responsiveness to students' ideas while eliciting students' initial constructed arguments and encouraging argument critique in two online simulated teaching experiences. Findings showed that preservice teachers' responsiveness to students' ideas was high in both online simulated teaching experiences when asking students to share evidence as well as engage in critique. However, their responsiveness varied when prompting for reasoning and was often low when eliciting students' claims. These findings provide empirical evidence that such online simulated teaching experiences can be used as productive spaces for PSTs to practice being responsive to students' ideas during argumentation‐focused discussions
Argument (complex analysis) · Argumentation theory · Empirical evidence · Epistemology · Mathematics education · Online discussion · Pedagogy · Science education · Teacher education · Teaching method · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy
Qualitative Content Analysis in Practice
Learning to argue
Redefining teaching, re‐imagining teacher education
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials
Challenges New Science Teachers Face
Making sense of argumentation and explanation
Professional Noticing of Children's Mathematical Thinking
Ambitious Pedagogy by Novice Teachers
Responsiveness and intellectual work
Engagement in high‐leverage science teaching practices among novice elementary teachers
Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions
Studying teacher noticing
Supporting children to construct evidence-based claims in science
Using tools to promote novice teacher noticing of science teaching practices in post-rehearsal discussions
Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science
Supporting and Promoting Argumentation Discourse in Science Education
Proposing a core set of instructional practices and tools for teachers of science
Practicing Responsiveness
Making Space
The Work of Teaching and the Challenge for Teacher Education
Novice Teachers' Attention to Student Thinking
Effects of Video Club Participation on Teachers' Professional Vision
Keeping It Complex
| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |