Argumentation in Peer-Guided versus Teacher-Guided Group Discussions

Autor/inn/en	Cansiz, Nurcan; Cansiz, Mustafa
Titel	Argumentation in Peer-Guided versus Teacher-Guided Group Discussions
Quelle	1 (2014), S.311-315 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2587-1730
Schlagwörter	Persuasive Discourse; Group Discussion; Science and Society; Grade 7; Teacher Guidance; Qualitative Research; Interviews; Middle School Students; Comparative Analysis; Peer Teaching + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Gruppendiskussion; School year 07; 7. Schuljahr; Schuljahr 07; Lehrerberatung; Qualitative Forschung; Interviewing; Interviewtechnik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Peer group teaching; Peer Group Teaching
Abstract	This study investigated argumentation patterns resulting in teacher-guided and peer-guided group discussions on four socioscientific-issues (SSI). Two groups, each including five students from grade 7, studied on a different SSI during four weeks. Discussions within both groups were observed, videotaped, and analyzed qualitatively. After four weeks, group interviews were conducted. The results showed that teacher-guided group presented more complex argumentation patterns than peer-guided group. Both groups supported their claims with scientific and non-scientific evidence. But teacher-guided group presented the evidence deeply. The results suggested that teachers should have the related pedagogical skills to put argumentation into practice and to explore the students' skills in constructing arguments in the context of SSI. The implications for science educators and researchers were discussed. [Paper presented at the International Conference on Education in Mathematics, Science & Technology (ICEMST) (Konya, Turkey, May 16-18, 2014).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01