Analyzing Students' Learning in Classroom Discussions about Socioscientific Issues

Autor/inn/en	Rudsberg, Karin; Ohman, Johan; Ostman, Leif
Titel	Analyzing Students' Learning in Classroom Discussions about Socioscientific Issues
Quelle	In: Science Education, 97 (2013) 4, S.594-620 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21065
Schlagwörter	Foreign Countries; Learning Processes; Comparative Analysis; Video Technology; Secondary School Students; Secondary School Science; Secondary School Teachers; Critical Thinking; Prior Learning; Science and Society; Persuasive Discourse; Educational Philosophy; Science Instruction; Discussion (Teaching Technique); Epistemology; Teaching Methods; Sweden + Suchen Sie Ihr Suchwort? Ausland; Learning process; Lernprozess; Sekundarschüler; Kritisches Denken; Vorkenntnisse; Persuasion; Persuasive Kommunikation; Bildungsphilosophie; Erziehungsphilosophie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Schweden
Abstract	In this study, the purpose is to develop and illustrate a method that facilitates investigations of students' learning processes in classroom discussions about socioscientific issues. The method, called transactional argumentation analysis, combines a transactional perspective on meaning making based on John Dewey's pragmatic philosophy and an argument analysis based on Toulmin's argument pattern. This analytical method consists of three steps. In the first step, we analyze the direction of the students' meaning making, that is, the relations construed in and by action. In the second step, we use a functional interpretation of Toulmin's argument pattern to clarify the meanings in terms of argumentative elements. Finally, we investigate the students' learning progress, both in terms of the way the arguments are constructed and the knowledge content used, by comparing each student's arguments over time. The empirical material consists of a video-recorded lesson in a Swedish upper secondary school. Two examples of learning processes identified during the classroom discussion are described: "learning to specify the conditions for one's claim" and "learning to find new solutions." These examples show that the suggested method can be used to identify the different kinds of learning progressions that take place during students' argumentative discussions. (Contains 8 tables and 6 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10