Improvements to Elementary Children's Epistemic Understanding from Sustained Argumentation

Autor/inn/en	Ryu, Suna; Sandoval, William A.
Titel	Improvements to Elementary Children's Epistemic Understanding from Sustained Argumentation
Quelle	In: Science Education, 96 (2012) 3, S.488-526 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21006
Schlagwörter	Evidence; Criteria; Persuasive Discourse; Educational Change; Preadolescents; Elementary School Students; Science Education; Comprehension; Epistemology; Norms; California + Suchen Sie Ihr Suchwort? Evidenz; Persuasion; Persuasive Kommunikation; Bildungsreform; Pre-adolescence; Präadoleszenz; Naturwissenschaftliche Bildung; Verstehen; Verständnis; Erkenntnistheorie; Normwert; Kalifornien
Abstract	The aim of this study was to assess whether and how a sustained instructional focus on argumentation might improve children's understanding and application of key epistemic criteria for scientific arguments. These criteria include the articulation of clear, coherent causal claims, and the explicit justification of such claims with appropriate evidence. We show a mixed-age class of 8-10-year-old children improved in their ability to both construct and evaluate arguments, especially in the ways they met evidentiary criteria. We locate these improvements in their classroom's development of a number of norms for "good arguments" that focused on evidentiary standards. We summarize how students' appropriation of specific norms around showing evidence and justifying evidentiary relations produced these outcomes. We frame these findings in terms of their implications for promoting argumentation in classrooms, children's capacities for engaging in such argumentation, and in relation to the development of informed views about the nature of professional science. (Contains 5 tables and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10