Enhancing the quality of argumentation in school science
Enhancing the quality of argumentation in school science
复制标题
DOI：
10.1002/tea.20035
复制
发表时间：
2004-12-01
影响因子：
4.6
通讯作者：
Simon, S
中科院分区：
文献类型：
--
作者：
Osborne, J;Erduran, S;Simon, S
本研究报告的研究重点是设计和评价支持科学背景下的论证教学和学习的学习环境。这项研究从1999年到2001年，在大伦敦地区的初中进行了两年。本研究分两个阶段进行。在第一阶段，与12名科学教师合作，主要重点是开发一套材料和策略，以支持课堂上的论证，并支持和评估教师的发展与教学论证。通过录像和录音收集了教师在年初和年底尝试实施这些课程的数据。在这一阶段，分析工具，用于评估质量的论证开发的基础上图尔明的论点模式。数据分析表明，有显着的发展，在大多数教师使用的论证跨年度。结果表明，使用论证的模式是教师特有的，是变化的性质。在项目的第二阶段，本文的重点，教师教实验组至少九个教训，涉及社会科学或科学论证。此外，这些教师在年初和年底向对照组教授类似的课程。本研究的目的是评估学生的能力与论证的进展。为了达到这个目的，我们从33节课中收集了数据，通过录像记录了两组学生，每组四名学生参与辩论。使用一个框架来评估的话语的性质和它的质量发展从图尔敏的论点模式，研究结果表明，有提高学生的论证质量。这项研究为这一领域的工作提出了新的方法发展。(C)2004 Wiley Periodicals，Inc.
The research reported in this study focuses on the design and evaluation of learning environments that support the teaching and learning of argumentation in a scientific context. The research took place over 2 years, between 1999 and 2001, in junior high schools in the greater London area. The research was conducted in two phases. In phase 1, working with a group of 12 science teachers, the main emphasis was to develop sets of materials and strategies to support argumentation in the classroom, and to support and assess teachers' development with teaching argumentation. Data were collected by video- and audio-recording the teachers' attempts to implement these lessons at the beginning and end of the year. During this phase, analytical tools for evaluating the quality of argumentation were developed based on Toulmin's argument pattern. Analysis of the data shows that there was significant development in the majority of teachers use of argumentation across the year. Results indicate that the pattern of use of argumentation is teacher-specific, as is the nature of the change. In phase 2 of the project, the focus of this paper, teachers taught the experimental groups a minimum of nine lessons which involved socioscientific or scientific argumentation. In addition, these teachers taught similar lessons to a comparison group at the beginning and end of the year. The purpose of this research was to assess the progression in student capabilities with argumentation. For this purpose, data were collected from 33 lessons by video-taping two groups of four students in each class engaging in argumentation. Using a framework for evaluating the nature of the discourse and its quality developed from Toulmin's argument pattern, the findings show that there was improvement in the quality of students' argumentation. This research presents new methodological developments for work in this field. (C) 2004 Wiley Periodicals, Inc.