Students' Use of Open-Minded Attitude and Elaborate Talk in Group Discussion and Role-Playing Debate on Socioscientific Issues

Autor/inn/en	Bossér, Ulrika; Lindahl, Mats Gunnar
Titel	Students' Use of Open-Minded Attitude and Elaborate Talk in Group Discussion and Role-Playing Debate on Socioscientific Issues
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 16 (2020) 12, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Student Attitudes; Secondary School Students; Public Schools; Adolescents; Group Discussion; Role Playing; Debate; Science and Society; Science Education; Controversial Issues (Course Content); Interaction; Sociolinguistics; Thinking Skills; Persuasive Discourse; Essays; Writing (Composition); Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Schülerverhalten; Sekundarschüler; Public school; Öffentliche Schule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gruppendiskussion; Rollenspiel; Debating; Streitgespräch; Naturwissenschaftliche Bildung; Controversial issues; Kontroverse; Interaktion; Soziolinguistik; Denkfähigkeit; Persuasion; Persuasive Kommunikation; Essay; Aufsatzunterricht; Schreibübung; Ausland; Schweden
Abstract	Student-active science teaching that includes interactions among students is suggested to support students' reasoning skills. However, little is known about what are the beneficial modes of interaction to support learning. In the present study, we investigated how different types of classroom discussion on socioscientific issues can encourage students' reasoning skills as expressed in argumentative essays. Qualities of students' talk and reasoning skills were described in terms of attitudes, drawing on Dewey, and sociolinguistic codes, drawn from Bernstein. Qualitative data consisting of transcribed classroom discussions and student argumentative essays were analysed by means of statistical methods. The results describe how specific qualities in students' talk influence qualities of students' argumentative texts. The results indicate that teachers by promoting elaborate talk among students can stimulate more nuanced and elaborate student texts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01