An Exploration of the Determinants of Middle School Students' Argument Quality by Classroom Discourse Analysis

Autor/in	Soysal, Yilmaz
Titel	An Exploration of the Determinants of Middle School Students' Argument Quality by Classroom Discourse Analysis
Quelle	In: Research in Science & Technological Education, 41 (2023) 1, S.343-371 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Soysal, Yilmaz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2021.1908981
Schlagwörter	Middle School Students; Cognitive Processes; Discourse Analysis; Persuasive Discourse; Influences; Elementary School Teachers; Science Instruction; Grade 7; Relationship; Questioning Techniques; Interaction; Difficulty Level; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Cognitive process; Kognitiver Prozess; Diskursanalyse; Persuasion; Persuasive Kommunikation; Influence; Einfluss; Einflussfaktor; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 07; 7. Schuljahr; Schuljahr 07; Wechselbeziehung; Befragungstechnik; Fragetechnik; Interaktion; Schwierigkeitsgrad; Ausland; Türkei
Abstract	Purpose: An analysis of the relationship between discourse and cognition in the context of middle school science teaching is provided in this study. Teacher-led questions, cognitive demands and patterns of interaction were analysed for the discourse side of the study. The students' argumentation quality was explored for the cognition side of the study. Methods: Participants were an elementary science teacher and 19 seventh grade students. Socio-cultural discourse analysis was conducted in two phases: systematic observation (coding and counting) and episode analysis (contextual in-depth exploration). Findings: The student-led argument quality was found to be reduced due to close-ended triadic dialogues when the teacher overtly displayed follow-up evaluations and follow-up explanations. The argument quality was fostered considerably when the teacher staged timely and relevant follow-up questions, since more dialogic space on the side of the students had been created. The students' argumentations were observed at the highest levels when the teacher used low (e.g. understand) and high (e.g. analyse and evaluate) cognitively demanding questions together. These findings were also supported by the episode analysis, which aimed at representing the discursive-contextual compositions of the in-class implementations. The results showed that discourse (questions' cognitive demands and patterns of interaction) and cognition (students' argumentation quality) were found to be associated. Suggestions were made for science teachers and science teacher educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01