Journal article
Decentering: A Characteristic of Effective Student–Student Discourse in Inquiry-Oriented Physical Chemistry Classrooms
Journal of chemical education, Vol.94(7), pp.829-836
07/11/2017
DOI: 10.1021/acs.jchemed.6b00856
Abstract
Recent science reform documents have called for incorporating authentic scientific discourse into science classes as engaging in discourse has shown to result in numerous benefits. Whether these benefits are observed in students depends upon the quality of the discourse in which they engage. However, characterizing the quality of student–student discourse can be an ambiguous task. In this work, we introduce decentering as one feature of effective student–student interactions that can be used to evaluate the quality of discourse. Decentering refers to the process of differentiating between one’s own perspective and another’s. Arguments from two process-oriented guided inquiry learning physical chemistry classes are presented to illustrate this concept. Decentering manifests itself in these arguments through careful consideration of alternative arguments. Practitioners and researchers can use the results of this study to facilitate and analyze student–student discourse.
Details
- Title: Subtitle
- Decentering: A Characteristic of Effective Student–Student Discourse in Inquiry-Oriented Physical Chemistry Classrooms
- Creators
- Alena Moon - University of MichiganCourtney Stanford - Virginia Commonwealth UniversityRenee Cole - University of IowaMarcy Towns - Purdue University
- Resource Type
- Journal article
- Publication Details
- Journal of chemical education, Vol.94(7), pp.829-836
- Publisher
- American Chemical Society and Division of Chemical Education, Inc
- DOI
- 10.1021/acs.jchemed.6b00856
- ISSN
- 0021-9584
- eISSN
- 1938-1328
- Language
- English
- Date published
- 07/11/2017
- Academic Unit
- Chemistry
- Record Identifier
- 9983985878002771
Metrics
13 Record Views