Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge through Constructing and Critiquing Arguments

Autor/inn/en	Chen, Ying-Chih; Park, Soonhye; Hand, Brian
Titel	Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge through Constructing and Critiquing Arguments
Quelle	In: Cognition and Instruction, 34 (2016) 2, S.100-147 (48 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2016.1145120
Schlagwörter	Science Instruction; Discussion (Teaching Technique); Writing (Composition); Teaching Methods; Knowledge Level; Scientific Concepts; Persuasive Discourse; Cognitive Processes; Comparative Analysis; Elementary School Students; Elementary School Science; Ecology; Human Body; Semi Structured Interviews; Observation; Grade 5; Case Studies + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Persuasion; Persuasive Kommunikation; Cognitive process; Kognitiver Prozess; Ökologie; Menschlicher Körper; Beobachtung; School year 05; 5. Schuljahr; Schuljahr 05; Case study; Fallstudie; Case Study
Abstract	This study developed an analytic framework consisting of four patterns of talk and writing that can support students' engagement in construction and critique: "Talk only," "writing only," "use of talk and writing in sequence," and "use of talk and writing simultaneously." This study aimed to examine how each pattern supports students' development of scientific knowledge through the construction and critique of arguments and what cognitive functions are associated with each pattern. To trace students' knowledge development over time using the four patterns, three students were selected as target subjects. Data were analyzed using two approaches: (1) in-depth analysis of a Knowledge Development Trajectory and (2) constant comparative method. This study highlights elementary students' capability of engaging in argumentation that promotes their scientific knowledge development when provided with proper opportunities, facilitation, and time to recognize that talk and writing can be used as epistemic tools for both constructing and critiquing arguments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01