Children's Roles and Use of Evidence in Science: An Analysis of Decision-Making in Small Groups

Autor/in	Maloney, Jane
Titel	Children's Roles and Use of Evidence in Science: An Analysis of Decision-Making in Small Groups
Quelle	In: British Educational Research Journal, 33 (2007) 3, S.371-401 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Persuasive Discourse; Discussion (Teaching Technique); Group Discussion; Science Activities; Scientific Research; Scientific and Technical Information; Thinking Skills; Group Dynamics; Group Behavior; Data Analysis; Models + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Gruppendiskussion; Denkfähigkeit; Gruppendynamik; Gruppenverhalten; Auswertung; Analogiemodell
Abstract	This article reports the findings of a research project concerned with children engaging in scientific argumentation. Discussion activities were designed to enable groups of children to use evidence when making decisions. The findings show a variation in the success with which children construct scientific arguments; some groups debate most of the evidence and consider a range of options, whilst others explore a limited range of options and discuss only the evidence that supports their choice. Analysis of the data indicates that the roles children adopt have an important influence on how evidence is used. Drawing of the work of Belbin, a management theorist who explored the roles adopted by members of successful teams, key roles emerged and a taxonomy of children's roles was devised. This article explains the characteristics of these roles and their effect on the way the groups use evidence when making decisions in science. (Contains 6 tables, 1 figure and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10