Journal article
Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments
Cognition and instruction, Vol.34(2), pp.100-147
04/02/2016
DOI: 10.1080/07370008.2016.1145120
Abstract
This study developed an analytic framework consisting of four patterns of talk and writing that can support students' engagement in construction and critique: Talk only, writing only, use of talk and writing in sequence, and use of talk and writing simultaneously. This study aimed to examine how each pattern supports students' development of scientific knowledge through the construction and critique of arguments and what cognitive functions are associated with each pattern. To trace students' knowledge development over time using the four patterns, three students were selected as target subjects. Data were analyzed using two approaches: (1) in-depth analysis of a Knowledge Development Trajectory and (2) constant comparative method. This study highlights elementary students' capability of engaging in argumentation that promotes their scientific knowledge development when provided with proper opportunities, facilitation, and time to recognize that talk and writing can be used as epistemic tools for both constructing and critiquing arguments.
Details
- Title: Subtitle
- Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments
- Creators
- Ying-Chih Chen - Division of Teacher Preparation, Mary Lou Fulton Teachers College, Arizona State UniversitySoonhye Park - STEM Education Department, North Carolina State UniversityBrian Hand - Department of Teaching and Learning, University of Iowa
- Resource Type
- Journal article
- Publication Details
- Cognition and instruction, Vol.34(2), pp.100-147
- Publisher
- Routledge
- DOI
- 10.1080/07370008.2016.1145120
- ISSN
- 0737-0008
- eISSN
- 1532-690X
- Language
- English
- Date published
- 04/02/2016
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984083221502771
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