Decentering: A Characteristic of Effective Student-Student Discourse in Inquiry-Oriented Physical Chemistry Classrooms

Autor/inn/en	Moon, Alena; Stanford, Courtney; Cole, Renee; Towns, Marcy
Titel	Decentering: A Characteristic of Effective Student-Student Discourse in Inquiry-Oriented Physical Chemistry Classrooms
Quelle	In: Journal of Chemical Education, 94 (2017) 7, S.829-836 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cole, Renee) ORCID (Towns, Marcy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.6b00856
Schlagwörter	Chemistry; Science Instruction; College Science; Undergraduate Study; Problem Solving; Thermodynamics; Interaction; Persuasive Discourse; College Students; Case Studies; Physical Sciences; Teaching Methods + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grundstudium; Problemlösen; Thermodynamik; Interaktion; Persuasion; Persuasive Kommunikation; Collegestudent; Case study; Fallstudie; Case Study; Natural sciences; Naturwissenschaften; Naturwissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Recent science reform documents have called for incorporating authentic scientific discourse into science classes as engaging in discourse has shown to result in numerous benefits. Whether these benefits are observed in students depends upon the quality of the discourse in which they engage. However, characterizing the quality of student-student discourse can be an ambiguous task. In this work, we introduce decentering as one feature of effective student-student interactions that can be used to evaluate the quality of discourse. Decentering refers to the process of differentiating between one's own perspective and another's. Arguments from two process-oriented guided inquiry learning physical chemistry classes are presented to illustrate this concept. Decentering manifests itself in these arguments through careful consideration of alternative arguments. Practitioners and researchers can use the results of this study to facilitate and analyze student-student discourse. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01