Effect of Productive Discussion on Written Argumentation in Earth Science Classrooms

Autor/inn/en	Short, Rachel A.; Van der Eb, Marina Y.; McKay, Susan R.
Titel	Effect of Productive Discussion on Written Argumentation in Earth Science Classrooms
Quelle	In: Journal of Educational Research, 113 (2020) 1, S.46-58 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Short, Rachel A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1712314
Schlagwörter	Discussion (Teaching Technique); Persuasive Discourse; Earth Science; Instructional Effectiveness; Grade 9; Grade 7; Teaching Methods; Evidence; Knowledge Level; Scientific Concepts; Scientific Literacy; Rural Schools; Science Instruction; Middle School Teachers; High School Teachers; Skill Development; Thinking Skills; Maine + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Earth sciences; Geowissenschaften; Unterrichtserfolg; School year 09; 9. Schuljahr; Schuljahr 09; School year 07; 7. Schuljahr; Schuljahr 07; Teaching method; Lehrmethode; Unterrichtsmethode; Evidenz; Wissensbasis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit
Abstract	Active teachers noted persistent problems in their classrooms, including low levels of student engagement and gaps in students' use of evidence in forming arguments. Earth Science students provided written responses to two questions using the previously implemented Claim, Evidence, Reasoning (CER) framework. The first question was answered without a preceding discussion whereas the second question was answered following a discussion protocol--no discussion, discussion without Talk Science, and discussion with Talk Science. A ninth grade teacher more comprehensively implemented Talk Science by incorporating statements from all four goals whereas a seventh grade teacher did not. As a result, ninth grade students improved their use of evidence, reasoning, and content, but seventh graders did not show the same improvements. All students valued the discussion, but this study shows that Talk Science discussions can be used to improve students' content knowledge and CER argumentation skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01