Argumentation and Equity in Inquiry-Based Science Instruction: Reasoning Patterns of Teachers and Students

Autor/in	Irish, Tobias E. L.
Titel	Argumentation and Equity in Inquiry-Based Science Instruction: Reasoning Patterns of Teachers and Students
Quelle	(2013), (170 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Oregon State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-1162-2
Schlagwörter	Hochschulschrift; Dissertation; Persuasive Discourse; Science Instruction; Classroom Communication; Cultural Background; Case Studies; Logical Thinking; Inquiry; Comparative Analysis; Thinking Skills; Middle School Students; Middle School Teachers; Observation; Interviews; Equal Education; Teaching Methods; Teacher Attitudes; Student Attitudes; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Persuasion; Persuasive Kommunikation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klassengespräch; Case study; Fallstudie; Case Study; Denkfähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Beobachtung; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schülerverhalten
Abstract	This multiple case study explores issues of equity in science education through an examination of how teachers' reasoning patterns compare with students' reasoning patterns during inquiry-based lessons. It also examines the ways in which teachers utilize students' cultural and linguistic resources, or funds of knowledge, during inquiry-based lessons and the ways in which students utilize their funds of knowledge, during inquiry-based lessons. Three middle school teachers and a total of 57 middle school students participated in this study. The data collection involved classroom observations and multiple interviews with each of the teachers individually and with small groups of students. The findings indicate that the students are capable of far more complex reasoning than what was elicited by the lessons observed or what was modeled and expected by the teachers, but that during the inquiry-based lessons they conformed to the more simplistic reasoning patterns they perceived as the expected norm of classroom dialogue. The findings also indicate that the students possess funds of knowledge that are relevant to science topics, but very seldom use these funds in the context of their inquiry-based lessons. In addition, the teachers in this study very seldom worked to elicit students' use of their funds in these contexts. The few attempts they did make involved the use of analogies, examples, or questions. The findings from this study have implications for both teachers and teacher educators in that they highlight similarities and differences in reasoning that can help teachers establish instructional congruence and facilitate more equitable science instruction. They also provide insight into how students' cultural and linguistic resources are utilized during inquiry-based science lessons. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10