Students' Questions and Discursive Interaction: Their Impact on Argumentation During Collaborative Group Discussions in Science
Students' Questions and Discursive Interaction: Their Impact on Argumentation During Collaborative Group Discussions in Science
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DOI：
10.1002/tea.20385
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发表时间：
2010-09-01
影响因子：
4.6
通讯作者：
Osborne, Jonathan
中科院分区：
文献类型：
--
作者：
Chin, Christine;Osborne, Jonathan
本研究调查了学生的书面和口头问题作为认知探索和启发式的潜力，以启动科学中的合作论证。来自两个国家的四班12-14岁的学生被要求讨论两张图表中哪一张最能代表冰被加热成蒸汽时的温度变化。讨论是通过对这一现象提出问题而开始的。学生们以小组为单位（与持不同观点的成员一起），在一系列问题提示、论据表和论据图的指导下，讨论不同的论点。每个班有一组学生被录音。然后对所写问题的数量、所涉及的概念和书面论点的质量进行评分。这些因素之间存在正相关关系。语篇分析表明，最初对问题的关注促使学生表达出他们的困惑；明确他们的主张和（错误的）概念；识别和关联相关的关键概念；构造解释;当他们的想法受到挑战时，考虑其他的主张。富有成效的论证的特点是学生的问题集中在探究的关键思想、各种科学概念上，并明确提到论证的结构组成部分。这些发现表明，支持学生进行富有成效的话语可以通过脚手架学生提问，教授好的论点的标准，并提供一个结构来帮助他们组织和表达他们的论点。(C) 2010 Wiley期刊公司科学与教育学报（英文版），2010
This study investigated the potential of students' written and oral questions both as an epistemic probe and heuristic for initiating collaborative argumentation in science. Four classes of students, aged 12-14 years from two countries, were asked to discuss which of two graphs best represented the change in temperature as ice was heated to steam. The discussion was initiated by asking questions about the phenomenon. Working in groups (with members who had differing viewpoints) and guided by a set of question prompts, an argument sheet, and an argument diagram, students discussed contrasting arguments. One group of students from each class was audiotaped. The number of questions written, the concepts addressed, and the quality of written arguments were then scored. A positive correlation between these factors was found. Discourse analysis showed that the initial focus on questions prompted students to articulate their puzzlement; make explicit their claims and (mis)conceptions; identify and relate relevant key concepts; construct explanations; and consider alternative propositions when their ideas were challenged. Productive argumentation was characterized by students' questions which focused on key ideas of inquiry, a variety of scientific concepts, and which made explicit reference to the structural components of an argument. These findings suggest that supporting students in productive discourse is aided by scaffolding student questioning, teaching the criteria for a good argument, and providing a structure that helps them to organize and verbalize their arguments. (C) 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 883-908, 2010