Appropriating Epistemic Norms of Science through Sustained Practice with Argumentation: Can It Happen? A Learning Progressions Perspective

Autor/inn/en	Aydeniz, Mehmet; Bilican, Kader
Titel	Appropriating Epistemic Norms of Science through Sustained Practice with Argumentation: Can It Happen? A Learning Progressions Perspective
Quelle	In: Journal of Education in Science, Environment and Health, 2 (2016) 2, S.125-133 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2149-214X
Schlagwörter	Science Instruction; Persuasive Discourse; Teaching Methods; Writing (Composition); Grade 6; Middle School Students; Writing Assignments; Language Usage; Evidence; Logical Thinking; Foreign Countries; Urban Schools; Intervention; Turkey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sprachgebrauch; Evidenz; Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Türkei
Abstract	The purpose of this study was to explore the effect of sustained practice with argumentation on the quality of students' written arguments. Participants consisted of 37 students; 22 males and 15 females enrolled in a 6th grade middle school classroom. Students completed six argumentation tasks but only four of them were considered for data analyses as the first two tasks were used to get the students familiar with the language and structure of argumentation. Data were analyzed using the Claim, Evidence and Reasoning (CER) Framework. Findings reveal several patterns regarding students' use of claim, evidence, and reasoning across 4 tasks that were subject to our evaluation. First, there was not a consistent pattern of improvement in students' use of evidence. Second, there were not any consistent improvements in students' use of reasoning across four tasks. Our discussion focuses on the role of context, content knowledge and teacher framing in the quality of arguments developed by students. (As Provided).
Anmerkungen	Journal of Education in Science, Environment and Health. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090, Turkey. e-mail: jeseh.info@gmail.com; Web site: http://www.jeseh.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01