Argumentative Writing as an Epistemic Practice in Middle School Science

Autor/inn/en	Newell, George E.; Misar, Katherine S.
Titel	Argumentative Writing as an Epistemic Practice in Middle School Science
Quelle	In: Journal of Literacy Research, 54 (2022) 3, S.272-297 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Newell, George E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X221116860
Schlagwörter	Ethnography; Case Studies; Grade 8; Discourse Analysis; Laboratory Experiments; Writing Assignments; Middle School Students; Suburban Schools; Classroom Communication; Persuasive Discourse; Advanced Students; Evolution; Genetics; Evidence; Science Instruction; Teacher Student Relationship; Heuristics; Student Participation; Epistemology; Scientific Concepts; Academic Language; Teacher Attitudes; Student Attitudes + Suchen Sie Ihr Suchwort? Ethnografie; Case study; Fallstudie; Case Study; School year 08; 8. Schuljahr; Schuljahr 08; Diskursanalyse; Laboratory work; Laborarbeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Klassengespräch; Persuasion; Persuasive Kommunikation; Fortgeschrittener; Humangenetik; Evidenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Heuristik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Erkenntnistheorie; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Lehrerverhalten; Schülerverhalten
Abstract	This study explores one teacher's instructional method for teaching life sciences using argumentation and argumentative writing rather than simple templates for writing claims and evidence. The microethnographic discourse analytic case study reported here included the teacher and 26 "advanced" eighth-grade students in a suburban middle school. Nine consecutive video-recorded lessons and related data were analyzed, focusing on how the teacher and students constructed the theory of evolution during instructional conversations about evidence and reasoning and about the content of students' written arguments on the theory. The teacher created a context in which students developed arguments with teacher support to ensure that they were learning to use argumentation as a heuristic to understand concepts and to engage in argumentative practice central to doing science. The modes of participation of two case study students are contrasted to explore two different trajectories and to examine particular cases of writing a lab report. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01