Learning to teach argumentation: Research and development in the science classroom
Learning to teach argumentation: Research and development in the science classroom
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DOI：
10.1080/09500690500336957
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发表时间：
2006-02-15
影响因子：
2.3
通讯作者：
Osborne, J
中科院分区：
文献类型：
--
作者：
Simon, S;Erduran, S;Osborne, J
本研究的主要目的是探讨中学科学课堂中的论辩教学。在一年的时间里，来自大伦敦地区学校的12名教师参加了一系列研讨会，以开发材料和策略，以支持在科学背景下的论证教学。数据收集在年初和年底的录音和录像的经验教训，教师试图实施论证。为了评估论证的质量，分析工具来自图尔明的论点模式的开发和应用到课堂成绩单。教师对论证的使用是在一年中发展起来的，使用的模式是教师特有的，变化的性质也是如此。为告知未来的专业发展计划，成绩单的五名教师，三个显着的变化和两个显示没有变化，进行了更详细的分析，以确定教师的口头贡献，促进和支持论证的功能。所有的教师都试图鼓励参与论证的各种过程;教师的经验教训，包括最高质量的论证（图尔明的论点模式分析）也鼓励高阶过程在他们的教学。对教师促进论证的分析有助于指导在职教材的编写，并确定经验不足的教师在专业发展中的学习障碍。
The research reported in this study focuses on an investigation into the teaching of argumentation in secondary science classrooms. Over a 1-year period, a group of 12 teachers from schools in the greater London area attended a series of workshops to develop materials and strategies to support the teaching of argumentation in scientific contexts. Data were collected at the beginning and end of the year by audio-recording and video-recording lessons where the teachers attempted to implement argumentation. To assess the quality of argumentation, analytical tools derived from Toulmin's argument pattern were developed and applied to classroom transcripts. Teachers' use of argumentation developed across the year, the pattern of use was teacher-specific, as was the nature of change. To inform future professional development programmes, transcripts of five teachers, three showing a significant change and two showing no change, were analysed in more detail to identify features of teachers' oral contributions that facilitated and supported argumentation. All teachers attempted to encourage a variety of processes involved in argumentation; teachers whose lessons included the highest quality of argumentation ( Toulmin's argument pattern analysis) also encouraged higher-order processes in their teaching. The analysis of teachers' facilitation of argumentation has helped to guide the development of in-service materials and to identify the barriers to learning in the professional development of less experienced teachers.