Organising a Culture of Argumentation in Elementary Science

Autor/inn/en	Sandoval, William A.; Enyedy, Noel; Redman, Elizabeth H.; Xiao, Sihan
Titel	Organising a Culture of Argumentation in Elementary Science
Quelle	In: International Journal of Science Education, 41 (2019) 13, S.1848-1869 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sandoval, William A.) ORCID (Xiao, Sihan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1641856
Schlagwörter	Persuasive Discourse; Science Education; Sociocultural Patterns; Classroom Environment; Case Studies; Interaction Process Analysis; Elementary School Teachers; Discourse Analysis; Educational Objectives; College Faculty; Laboratory Schools; College School Cooperation; Researchers; Human Body; Classroom Communication; Teaching Methods; Metropolitan Areas + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Naturwissenschaftliche Bildung; Soziokulturelle Theorie; Klassenklima; Unterrichtsklima; Case study; Fallstudie; Case Study; Prozessanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Diskursanalyse; Educational objective; Bildungsziel; Erziehungsziel; Fakultät; Laborschule; Researcher; Forscher; Menschlicher Körper; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Ballungsraum
Abstract	Most of the research on argumentation in science education has documented the myriad flaws in students' argumentation, and the difficulties teachers have organising productive arguments in the classroom. We apply a sociocultural framework to argue that productive argumentation emerges from a classroom culture in which its practice meaningfully serves classroom goals. We present a case study using interaction analysis to contrast two elementary teachers' efforts to organise productive scientific argumentation in their classrooms. One teacher used discourse moves to orient students to each other's contributions in ways the other did not, reflecting differences in underlying aims for collective versus individual sense-making. This analysis shows that connecting discourse practices specifically to a goal of collective sense-making promotes productive argumentation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01