Exploring Teachers' Meta-Strategic Knowledge of Science Argumentation Teaching with the Repertory Grid Technique

Autor/inn/en	Lin, Yu-Ren; Hung, Cheng-Yu; Hung, Jeng-Fung
Titel	Exploring Teachers' Meta-Strategic Knowledge of Science Argumentation Teaching with the Repertory Grid Technique
Quelle	In: International Journal of Science Education, 39 (2017) 2, S.105-134 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hung, Cheng-Yu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1270476
Schlagwörter	Science Teachers; Knowledge Base for Teaching; Persuasive Discourse; Beginning Teachers; Experienced Teachers; Teaching Methods; Science and Society; Secondary School Teachers; High Schools; Foreign Countries; Semi Structured Interviews; Science Instruction; Factor Analysis; Multivariate Analysis; Content Analysis; Secondary School Science; Taiwan + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Persuasion; Persuasive Kommunikation; Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; High school; Oberschule; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Faktorenanalyse; Multivariate Analyse; Inhaltsanalyse
Abstract	This study investigated two science teachers' meta-strategic knowledge (MSK) of argumentation teaching by applying the repertory grid technique (RGT). One teacher was a novice, while the other was experienced in teaching argumentation. Using the RGT, we elicited the objectives and strategies of the two teachers regarding their argumentation teaching involving two social scientific issue (SSI) scenarios. The results showed that the experienced teacher had more varied and organised MSK for teaching argumentation than the novice teacher. Meanwhile, the novice teacher indicated a belief that the learning of argumentation should occur in a more student-centred manner, rather than relying on a traditional lecture-based environment. Consequently, she spent a considerable amount of time engaging students with their peers' ideas through discussion and collaboration. On the other hand, the experienced teacher noticed that most of students had the ability to generate arguments, but that few knew how to argue based on evidence. Therefore, she helped students to collect data from various resources and suggested that they construct their own knowledge framework in order to improve students' ability to incorporate their understanding of scientific knowledge into scientific argumentation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01