Research on Critique and Argumentation from the Technology Enhanced Learning in Science Center
Research on Critique and Argumentation from the Technology Enhanced Learning in Science Center
复制标题
科学中心技术强化学习的批判与论证研究
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Beat Schwendimann
中科院分区：
文献类型：
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作者：
Douglas B. Clark;V. Sampson;Hsin‐Yi Chang;Helen Zhang;Erika D. Tate;Beat Schwendimann
科技促进科学学习中心（TELS）获得了美国国家科学基金会的资助，研究改善6-12年级学生科学课学习和教学的方法，重点关注信息技术可以发挥的作用。知识整合框架在支持学生(1)激发思想，(2)增加思想，(3)制定评价思想的标准，以及(4)根据这些标准对思想进行分类和联系方面，为tesls课程的设计提供了信息。批判、论证构建和论证代表了TELS的中心研究重点，以支持这些重点。本章概述了该研究。更具体地说，本章综合了关于批评在学生实验技能中的作用的研究，学生在解释和论证中保证思想的方式，支持学生批评和论证的方法，支持学生修改解释和论证的方法，优化对话论证的设计，以及分析学生批评和论证的方法。
Technology Enhanced Learning in Science Center (TELS) received funding from the U.S. National Science Foundation to investigate approaches for improving learning and instruction in science classes for students in grades 6–12 with a focus on the role that information technology can play. The knowledge integration framework informs the design of TELS curricula in terms of supporting students in (1) eliciting ideas, (2) adding ideas, (3) developing criteria for evaluating ideas, and (4) sorting and connecting ideas based on those criteria. Critique, argument construction, and argumentation represent central TELS research foci for supporting those foci. This chapter provides an overview of that research. More specifically, this chapter synthesizes research on the role of critique in students’ experimentation skills, the manner in which students warrant ideas in their explanations and arguments, approaches for supporting students in critique and argumentation, approaches for supporting students in revising their explanations and arguments, designs to optimize dialogic argumentation, and approaches for analyzing students’ critique and argumentation.