Improvements to elementary children's epistemic understanding from sustained argumentation
Improvements to elementary children's epistemic understanding from sustained argumentation
复制标题
通过持续论证提高小学生的认知理解
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
W. Sandoval
中科院分区：
文献类型：
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作者：
S. Ryu;W. Sandoval
本研究的目的是评估是否以及如何持续的教学重点论证可能会提高儿童的理解和应用的关键认识标准的科学论证。这些标准包括明确、连贯的因果关系主张，以及用适当的证据明确证明这些主张。我们发现，一个混合年龄组的8-10岁的儿童提高了他们的能力，无论是构建和评估参数，特别是在他们满足证据标准的方式。我们发现这些改进，在他们的课堂上的发展，一些规范的“好的论点”，侧重于证据标准。我们总结了学生如何挪用的具体规范周围显示的证据和证明证据关系产生这些结果。我们的框架，这些调查结果的影响，促进在课堂上的论证，儿童的能力，从事这种论证，并在有关发展的专业科学的性质知情的意见。© 2012 Wiley Periodicals，Inc. Sci艾德96：488-526，2012
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. © 2012 Wiley Periodicals, Inc. Sci Ed 96:488–526, 2012