"Let Your Data Tell a Story:" Climate Change Experts and Students Navigating Disciplinary Argumentation in the Classroom

Autor/inn/en	Walsh, Elizabeth Mary; McGowan, Veronica Cassone
Titel	"Let Your Data Tell a Story:" Climate Change Experts and Students Navigating Disciplinary Argumentation in the Classroom
Quelle	In: International Journal of Science Education, 39 (2017) 1, S.20-43 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1264033
Schlagwörter	Science Education; Climate; Expertise; Earth Science; Persuasive Discourse; Partnerships in Education; Scientists; High School Students; Biology; Curriculum Design; Social Media; Pilot Projects; Feedback (Response); Scientific and Technical Information; Visual Aids; Data Collection; Robustness (Statistics); Science Process Skills; Scientific Methodology; Holistic Approach; Inquiry; Learning Experience; Concept Formation; Interdisciplinary Approach; Secondary School Science + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Klima; Expert appraisal; Earth sciences; Geowissenschaften; Persuasion; Persuasive Kommunikation; Hochschulpartnerschaft; Scientist; Wissenschaftler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Biologie; Lehrplangestaltung; Soziale Medien; Pilot project; Modellversuch; Pilotprojekt; Anschauungsmaterial; Data capture; Datensammlung; Widerstandsfähigkeit; Holistischer Ansatz; Lernerfahrung; Concept learning; Begriffsbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	Science education trends promote student engagement in authentic knowledge in practice to tackle personally consequential problems. This study explored how partnering scientists and students on a social media platform supported students' development of disciplinary practice knowledge through practice-based learning with experts during two pilot enactments of a project-based curriculum focusing on the ecological impacts of climate change. Through the online platform, scientists provided feedback on students' infographics, visual argumentation artifacts that use data to communicate about climate change science. We conceptualize the infographics and professional data sets as boundary objects that supported authentic argumentation practices across classroom and professional contexts, but found that student generated data was not robust enough to cross these boundaries. Analysis of the structure and content of the scientists' feedback revealed that when critiquing argumentation, scientists initiated engagement in multiple scientific practices, supporting a holistic rather than discrete model of practice-based learning. While traditional classroom inquiry has emphasized student experimentation, we found that engagement with existing professional data sets provided students with a platform for developing expertise in systemic scientific practices during argument construction. We further found that many students increased the complexity and improved the visual presentation of their arguments after feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01