Classroom communities' adaptations of the practice of scientific argumentation.

Autor/inn/en	Berland, Leema K.; Reiser, Brian J.
Titel	Classroom communities' adaptations of the practice of scientific argumentation.
Quelle	In: Science education, 95 (2011) 2, S. 191-216Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.20420
Schlagwörter	Diskurs; Naturwissenschaftlicher Unterricht; Überzeugung; Sekundarstufe I; Middle School; Naturwissenschaftlicher Unterricht; Überzeugung; Argumentationsstil; Diskurs; Sinnerschließung
Abstract	Scientific argumentation is increasingly seen as a key inquiry practice for students in science classrooms. This is a complex practice that entails three overlapping, instructional goals: Participants articulate their understandings and work to persuade others of those understandings in order to make sense of the phenomenon under study (L. K. Berland & B. J. Reiser, 2009). This study examines the argumentative discussions that emerged in two middle school science classrooms to explore variation in how the goals of sensemaking and persuasion were taken up. Our analyses reveals that each classroom engaged with these two goals but that they did so quite differently. These differences suggest that the students in each class had overlapping but different interpretations of argumentation. In addition, comparing across the class' arguments suggests these two goals of scientific argumentation may be in tension with one another.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2013/2