Interdisciplinary dialogic argumentation among out‐of‐field and in‐field physics teachers
Dados Bibliográficos
| ID | 21392941 |
|---|---|
| Autores | David Perl‐nussbaum (0000-0002-4906-764X, Department of Science Teaching Weizmann Institute of Science Rehovot Israel, autor correspondente), Baruch B Schwarz (0000-0003-4800-8637, The School of Education The Hebrew University of Jerusalem Jerusalem Israel), Edit Yerushalmi (0000-0003-3862-601X, Department of Science Teaching Weizmann Institute of Science Rehovot Israel) |
| Ano | 2023 |
| Volume | 107 |
| Fascículo | 6 |
| Páginas | 1457-1484 |
| Data de publicação | 2023-11-01 |
| 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.21811 |
| OpenAlex | W4384405533 |
| Idioma | EN |
| Citações recebidas | 5 |
| Referências citadas | 78 |
Out‐of‐field teaching is a global educational challenge. In particular, many teachers whose academic background and main teaching experience is in biology are called to teach middle school physics and have limited opportunities for productive professional development. Based on previous studies, we expect these teachers to hold different epistemic cognitions from the in‐field teachers. The present study builds on this epistemic diversity and offers dialogic argumentation as a means to promote mutual learning among physics teachers from different disciplinary backgrounds. We describe guidelines for designing interdisciplinary dialogic argumentation activities that aim to encourage teachers to express their disciplinary perspectives in the context of inquiry‐based physics and to facilitate a deliberative discourse among them. We demonstrate in a case study the ways in which the discourse of a group of in‐field and out‐of‐field teachers unfolds under the proposed design guidelines. Using the Actor‐Network methodology and an analysis of power relations, we uncover a complex interplay between the social and the epistemic in the discourse: when interactions become more dialogic and power relations more equalized, the out‐of‐field teachers take an active role in the discussion, foregrounding their epistemic practices and enhancing the epistemic practices of the group, including the in‐field teacher
Argumentation theory · Context (archaeology) · Dialogic · Discipline · Epistemology · Field (mathematics) · Foregrounding · Linguistics · Mathematics education · Pedagogy · Philosophy of science · Physics · Power (physics) · Social science · Sociology · Educational Tools and Methods · Innovative Teaching and Learning Methods · Mathematics · Psychology · Teacher Education and Leadership Studies
Making the case to improve teachers’ STEM-integrated content knowledge
Australia’s professional education ecosystem for out-of-field teachers
Self-Rated Content Knowledge for Interdisciplinary Science Teaching
Continuing professional development in teachers
Reconceptualizing Out‐of‐Field Teachers' Professional Development and Classroom Implementation
Argumentation for Learning
Understanding students' practical epistemologies and their influence on learning through inquiry
Epistemic Cognition and Evaluating Information
On the Goals of Epistemic Education
Guiding Principles for Fostering Productive Disciplinary Engagement
Argumentation in Science Education
The Role of Context in Qualitative Case Study Research
High School Students’ Epistemic Cognition and Argumentation Practices during Small-Group Quality Talk Discussions in Science
Dialogic Pathways to Manage Uncertainty for Productive Engagement in Scientific Argumentation
The out-of-field phenomenon and leadership for wellbeing
Out-of-field teachers as learners
Dialog‐constraining institutional logics and their interactional manifestation in the science classroom
Acting with epistemic agency
Developing a coding scheme for analysing classroom dialogue across educational contexts
Design practices and principles for promoting dialogic argumentation via interdisciplinarity
Laboratory Life
Reassembling the Social
Notes on the theory of the actor-network
Knowledge is knowledge is knowledge? The relationship between personal and scientific epistemologies
The Problem of Underqualified Teachers in American Secondary Schools
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Arguing collaboratively
What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation
Design Experiments in Educational Research
Knowledge and Teaching
How Teacher Education Matters
| Obras citantes distintas | 5 |
|---|---|
| Citações por ano | 5 |
| Intervalo de citações | 2025 - 2026 (2) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 5 |