How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment
Bibliographic Data
| ID | 21392875 |
|---|---|
| Authors | Jamie N Mikeska (0000-0002-8831-2572, K‐12 Teaching, Learning, and Assessment Center ETS New Jersey Princeton USA, corresponding author), Pamela S Lottero‐Perdue (0000-0003-2989-7969, Department of Physics, Astronomy and Geosciences Towson University Maryland Towson USA) |
| Year | 2022 |
| Volume | 106 |
| Issue | 4 |
| Pages | 980-1009 |
| Publication date | 2022-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21726 |
| OpenAlex | W4225417112 |
| Language | EN |
| Citations received | 3 |
| References cited | 66 |
Engaging students in scientific argumentation is a hallmark of high‐quality science instruction. Despite the importance of this practice, it is not a ubiquitous one within K‐12 classrooms since scientific argumentation is complex and difficult to learn how to do well. In this study, we examined similarities and differences in how preservice teachers (PSTs) and in‐service teachers (ISTs) facilitate an argumentation‐focused discussion with five upper elementary student avatars in an online, simulated classroom. Developing a better understanding of how science teachers at different stages of their career foster scientific argumentation will support teacher educators and researchers in designing more directed interventions to scaffold teacher learning of this complex practice. Findings showed that most teachers provided opportunities for students to engage in both argument construction and critique during these discussions. In addition, both PSTs and ISTs frequently prompted students to reference data or observations to engage in argument construction and were most likely to prompt students to agree or disagree and explain the reason for their agreement or disagreement to engage in argument critique. Finally, findings showed that ISTs used a wider variety of talk moves and used them more frequently in an integrated fashion throughout the discussions to engage the students in scientific argumentation. Implications for studying and promoting teacher learning of this complex teaching practice and for integrating simulated classrooms as practice‐based tools in science teacher education and professional development settings are discussed
Argument (complex analysis) · Argumentation theory · Epistemology · Mathematics education · Pedagogy · Pre-service teacher education · Science education · Teacher education · Variety (cybernetics) · Chemistry · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy
Conceptualizing Talk Moves as Tools
Argument to Foster Scientific Literacy
Classroom Interaction in Science
Teacher Preparation and Student Achievement
Learning to argue
Identifying a core set of science teaching practices
A learning progression for scientific argumentation
From Preparation to Practice
Redefining teaching, re‐imagining teacher education
Improvements to elementary children's epistemic understanding from sustained argumentation
Argumentation in Science Education
The development and validation of a learning progression for argumentation in science
Scientific discourse in three urban classrooms
Making sense of argumentation and explanation
Interaction principles for digital puppeteering to promote teacher learning
Talking Science
Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions
Dialogue in the elementary school mathematics classroom
Prospective teachers development of adaptive expertise
Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation
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
Cognition and Improvisation
Proposing a core set of instructional practices and tools for teachers of science
Learning Teaching in, from, and for Practice
The Work of Teaching and the Challenge for Teacher Education
Effects of Video Club Participation on Teachers' Professional Vision
Keeping It Complex
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |