The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation

Autor/inn/en	Bathgate, Meghan; Crowell, Amanda; Schunn, Christian; Cannady, Mac; Dorph, Rena
Titel	The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation
Quelle	In: International Journal of Science Education, 37 (2015) 10, S.1590-1612 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1045958
Schlagwörter	Middle School Students; Secondary School Science; Science Education; Science Process Skills; Persuasive Discourse; Educational Benefits; Critical Thinking; Inquiry; Learner Engagement; Personality Traits; Cognitive Ability; Comprehension; Grade 6; Public Schools; Urban Schools; Predictor Variables; Regression (Statistics); Interviews + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Naturwissenschaftliche Bildung; Persuasion; Persuasive Kommunikation; Bildungsertrag; Kritisches Denken; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Denkfähigkeit; Verstehen; Verständnis; School year 06; 6. Schuljahr; Schuljahr 06; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Prädiktor; Regression; Regressionsanalyse; Interviewing; Interviewtechnik
Abstract	Engaging in science as an argumentative practice can promote students' critical thinking, reflection, and evaluation of evidence. However, many do not approach science in this way. Furthermore, the presumed confrontational nature of argumentation may run against cultural norms particularly during the sensitive time of early adolescence. This paper explores whether middle-school students' ability to engage in critical components of argumentation in science impacts science classroom learning. It also examines whether students' "willingness" to do so attenuates or moderates that benefit. In other words, does one need to be both willing and able to engage critically with the discursive nature of science to receive benefits to learning? This study of middle-school students participating in four months of inquiry science shows a positive impact of argumentative sensemaking ability on learning, as well as instances of a moderating effect of one's willingness to engage in argumentative discourse. Possible mechanisms and the potential impacts to educational practices are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01