Elementary Students' Argument Evaluation in a Science Classroom

Autor/in	Jin, Qingna
Titel	Elementary Students' Argument Evaluation in a Science Classroom
Quelle	In: Alberta Journal of Educational Research, 68 (2022) 4, S.463-479 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jin, Qingna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Elementary School Students; Persuasive Discourse; Recall (Psychology); Cognitive Processes; Writing (Composition); Thinking Skills; Evaluation; Decision Making; Science Education + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Abberufung; Cognitive process; Kognitiver Prozess; Schreibübung; Denkfähigkeit; Evaluierung; Decision-making; Entscheidungsfindung; Naturwissenschaftliche Bildung
Abstract	Students' ability to evaluate arguments is significant in democratic societies. Therefore, researchers argue that it is important to understand and facilitate students' argument evaluation skills. Most research on students' argument evaluation focuses on final products and outcomes instead of students' decision-making processes. Thus, how students evaluate arguments constructed by others has not been fully clear to researchers and educators. This qualitative case study aimed to understand the process of students' argument evaluation by exploring the affordance of a new data collection method. In addition to the written task, which is commonly used in the current research on argument evaluation, this study also employed stimulated recall interviews (SRIs) to access students' inner awareness and thinking processes while they were engaged in the argument evaluation task. Data collected with SRIs were analyzed qualitatively, together with students' written responses. Findings from this study reveal that students' argument evaluation is a complex cognitive endeavor, and the actual process of argument evaluation is more sophisticated than what is demonstrated in students' written responses. Based on these findings, this study suggests that only examining students' written products might not be sufficient to achieve a comprehensive understanding of their argument evaluation skills. Considerations of using SRIs are also discussed. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01