The science classroom as a site of epistemic talk: a case study of a teacher's attempts to teach science based on argument
The science classroom as a site of epistemic talk: a case study of a teacher's attempts to teach science based on argument
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作为认知谈话场所的科学课堂：教师尝试基于论证教授科学的案例研究
DOI：
10.1002/tea.21166
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发表时间：
2014
影响因子：
4.6
通讯作者：
J. Osborne
中科院分区：
文献类型：
--
作者：
Andri Christodoulou;J. Osborne
当前的科学教育研究和政策强调，不仅要基于“科学即知识”的观点，而且要基于“科学即实践”的观点，将科学学科概念化，强调解释、论证、建模和交流等实践。然而，课堂话语的结构并不像通常为学生提供的那样，让他们有机会参与“对话式的知识建构过程”(Duschl，2008a)或认知性话语。这项研究认为，课堂话语的这种变化可以通过将辩论作为一种教学方法来实现，其目的是让学生参与到科学的认知实践中来。这项研究的重点是一个定性的案例研究，研究了一位经验丰富的教师在一个学年里试图通过辩论来确定科学教师可能会在日常科学教学中使用的认知性话语元素。对课堂话语的分析侧重于(A)教师的话语行为或认知操作，以及(B)这些话语行为如何呈现或使学生参与知识主张的建构、辩护和评估。分析表明，在观察到的六节课中，辩解谈话的使用是一致的，但在试图让学生参与评价性实践方面，没有发现同样的一致性。这种不一致表明，评价性实践并不像证明或构建知识主张那样植根于教师的课堂话语中。讨论的影响包括需要重新考虑职前和在职教师培训和专业发展，以便科学教师不仅发展他们基于论证教授科学的技能，而且发展基于论证谈论科学的技能。
Current science education research and policy highlight the need to conceptualize scientific disciplines not only based on a view of “science-as-knowledge” but also on a perspective of “science-as-practice,” placing an emphasis on practices such as explanation, argumentation, modeling, and communication. However, classroom discourse is not structured in a way that would normally provide to students the opportunity to engage in such “dialogic knowledge-building processes” (Duschl, 2008a) or epistemic discourse. This study argues that such a change in classroom discourse can be achieved through a focus on argumentation as an instructional approach, which aims to engage students in the epistemic practices of science. This study focuses on a qualitative case study of an experienced teacher's attempts to use argumentation over a school year as a way to identify elements of epistemic discourse that science teachers could be making part of their everyday science teaching. The analysis of classroom talk focused on (a) the teacher's discursive actions or epistemic operations, and (b) the ways in which these discursive actions presented or engaged students in the construction, justification, and evaluation of knowledge claims. The analysis revealed that the use of justificatory talk was consistent across the six lessons observed but the same consistency was not identified in attempts to engage students in evaluative practices. This discrepancy would suggest that evaluative practices were not as embedded in the teacher's classroom talk as the justification or construction of knowledge claims. Implications discussed include the need to reconsider pre-service and in-service teacher training and professional development so that science teachers do not only develop their skills of teaching science based on argument, but also of talking science based on argument.
学习辩论：对四所学校的研究及其将辩论作为常见教学实践的尝试及其对学生的影响
影响因子：
4.6
作者：
Osborne J
通讯作者：
Osborne J