Scientific argumentation and responsive teaching
Using dialog to teach science in three middle‐school classrooms
Dados Bibliográficos
| ID | 21392835 |
|---|---|
| Autores | Mark Felton (0000-0002-6302-2448, San Jose State University San Jose California USA, autor correspondente), Daniel M Levin (0000-0001-6806-4228, University of Maryland College Park Maryland USA), Susan De La Paz (0000-0003-3053-1825, University of Maryland College Park Maryland USA), Cameron Butler (0000-0002-1666-5811, University of Maryland College Park Maryland USA) |
| Ano | 2022 |
| Volume | 106 |
| Fascículo | 6 |
| Páginas | 1354-1374 |
| Data de publicação | 2022-11-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Science Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21740 |
| OpenAlex | W4293113781 |
| Idioma | EN |
| Citações recebidas | 9 |
| Referências citadas | 59 |
Despite broad consensus on the value of classroom dialog for promoting scientific argumentation, tensions have emerged in the literature regarding the degree to which teachers should guide the dialogic process (dialogic stance). We use the lens of responsive teaching to examine how one teacher adjusts his instruction to foster dialog in three middle‐school science classrooms. Applying grounded theory to classroom dialogs and teacher interview data, we examine the dynamic interplay of the teacher's overarching goal and moment‐to‐moment pedagogical aims to understand shifts in his dialogic stance. Our findings illustrate the value of foregrounding responsiveness to students' disciplinary thinking when offering guidance to teachers about when and how to support students in peer‐based argumentative dialog
Argumentation theory · Argumentative · Dialog box · Dialogic · Discipline · Epistemology · Mathematics education · Pedagogy · Science education · Sociology · Value (mathematics) · Computer Science · Education and Critical Thinking Development · Education and Technology Integration · Innovative Teaching and Learning Methods · Psychology
Teaching argumentation with a dialogic stance
Argument-based teaching
Addressing an Unfulfilled Expectation
Elementary Pre‐Service Teachers' Responsiveness to Students Ideas When Facilitating Scientific Argumentation Discussions
Computational models as tools for supporting responsive teaching
From Everyday Thinking to Systems Thinking
Informing research on generative artificial intelligence from a language and literacy perspective
A Case Study of Preservice Science Teachers' Enactment of Co‐Designed Formative Assessment Practices in a Chemistry Laboratory Setting
Teachers’ subjectivities in responsive instruction
Readme First for a User's Guide to Qualitative Methods
The tension between authoritative and dialogic discourse
The Quality of Students' Use of Evidence in Written Scientific Explanations
Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments
Teaching and learning science as argument
Epistemologies in practice
Informed Grounded Theory
With an Eye on the Mathematical Horizon
Enhancing the quality of argumentation in school science
Developing Norms of Argumentation
Managing uncertainty in scientific argumentation
Grasp of evidence
Arguing to Learn in Science
Scientific discourse in three urban classrooms
Making sense of argumentation and explanation
Acting with epistemic agency
What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk
Capturing deliberative argument
The Potential of Argument in Knowledge Building
Semiotic Mediation, Dialogue and the Construction of Knowledge
Laboratory Life
Learning Lessons
The place of the literature review in grounded theory research
Stimulated recall
Arguing collaboratively
Supporting and Promoting Argumentation Discourse in Science Education
Grounded theory research
| Obras citantes distintas | 9 |
|---|---|
| Citações por ano | 3 |
| Intervalo de citações | 2023 - 2026 (4) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 8 |