Journal article
An Analysis of Argumentation Discourse Patterns in Elementary Teachers' Science Classroom Discussions
Journal of science teacher education, Vol.26(3), pp.221-236
03/07/2015
DOI: 10.1007/s10972-014-9416-x
Abstract
This multiple case study investigated how six elementary teachers' argumentation discourse patterns related to students' discussions in the science classroom. Four categories of classroom characteristics emerged through the analysis of the teachers' transcripts and recorded class periods: Structure of teacher and student argumentation, directionality, movement, and structure of student talk. Results showed that the differences between the teachers' discourse patterns were related to their modified reformed teaching observation protocol (RTOP) scores and to how the interaction of those differences affected student learning. Teachers with high RTOP scores were more likely to challenge their students' claims, explanations, and defenses and to provide less guidance and more waiting time for their students' responses than teachers with medium- and low-level RTOP scores. Students in the high-level teachers' classes challenged, defended, rejected, and supported each other's ideas with evidence and required less guidance than students in the medium-level and low-level teachers' classes.
Details
- Title: Subtitle
- An Analysis of Argumentation Discourse Patterns in Elementary Teachers' Science Classroom Discussions
- Creators
- Sungho Kim - The University of IowaBrian Hand - The University of Iowa
- Resource Type
- Journal article
- Publication Details
- Journal of science teacher education, Vol.26(3), pp.221-236
- Publisher
- Routledge
- DOI
- 10.1007/s10972-014-9416-x
- ISSN
- 1046-560X
- eISSN
- 1573-1847
- Language
- English
- Date published
- 03/07/2015
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984083826502771
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