How Concept Familiarity and Experience with Scientific Argumentation Are Related to the Way Groups Participate in an Episode of Argumentation

Autor/inn/en	Grooms, Jonathon; Sampson, Victor; Enderle, Patrick
Titel	How Concept Familiarity and Experience with Scientific Argumentation Are Related to the Way Groups Participate in an Episode of Argumentation
Quelle	In: Journal of Research in Science Teaching, 55 (2018) 9, S.1264-1286 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grooms, Jonathon) ORCID (Enderle, Patrick) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21451
Schlagwörter	Science Instruction; Scientific Concepts; Chemistry; Interaction; Persuasive Discourse; Familiarity + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Interaktion; Persuasion; Persuasive Kommunikation
Abstract	Scientific argumentation, as conceptualized in the literature, emphasizes the importance of students' social and epistemic interactions for the purposes of developing and critiquing knowledge. Students, therefore, must understand the scientific criteria for evaluating the quality of argumentative structures and interactions. Yet, a question remains as to how students' knowledge about a science concept influences their ability to productively engage in argumentative discourse about a topic. This study explored several hypotheses related to the interaction between the depth of students' familiarity with content involved in an argumentative interaction and their understanding of the scientific practice itself. Multiple triads of students completed a set of two argumentation tasks at two times during the year, in between which students had the opportunity to learn about scientific argumentation and one of the two chemistry concepts focused on in the tasks. Video records of the students' discussions were analyzed to determine the quality of their argumentation. The results indicate that a positive relationship does exist between content familiarity and high quality argumentation, especially as it relates to students epistemic and social interactions. Additional analyses suggest that students can also take up and use epistemic characteristics of scientific argumentation in contexts where the science content is unfamiliar. Further results and their implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01