An Analysis of Argumentation Discourse Patterns in Elementary Teachers' Science Classroom Discussions

Autor/inn/en	Kim, Sungho; Hand, Brian
Titel	An Analysis of Argumentation Discourse Patterns in Elementary Teachers' Science Classroom Discussions
Quelle	In: Journal of Science Teacher Education, 26 (2015) 3, S.221-236 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-014-9416-x
Schlagwörter	Elementary School Teachers; Persuasive Discourse; Discussion (Teaching Technique); Elementary School Science; Science Instruction; Case Studies; Classroom Communication; Questioning Techniques + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Persuasion; Persuasive Kommunikation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Klassengespräch; Befragungstechnik; Fragetechnik
Abstract	This multiple case study investigated how six elementary teachers' argumentation discourse patterns related to students' discussions in the science classroom. Four categories of classroom characteristics emerged through the analysis of the teachers' transcripts and recorded class periods: "Structure of teacher and student argumentation," "directionality," "movement," and "structure of student talk." Results showed that the differences between the teachers' discourse patterns were related to their modified reformed teaching observation protocol (RTOP) scores and to how the interaction of those differences affected student learning. Teachers with high RTOP scores were more likely to challenge their students' claims, explanations, and defenses and to provide less guidance and more waiting time for their students' responses than teachers with medium- and low-level RTOP scores. Students in the high-level teachers' classes challenged, defended, rejected, and supported each other's ideas with evidence and required less guidance than students in the medium-level and low-level teachers' classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01