Analysis of Instructor Facilitation Strategies and Their Influences on Student Argumentation: A Case Study of a Process Oriented Guided Inquiry Learning Physical Chemistry Classroom
Analysis of Instructor Facilitation Strategies and Their Influences on Student Argumentation: A Case Study of a Process Oriented Guided Inquiry Learning Physical Chemistry Classroom
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教师引导策略及其对学生论证的影响分析：以过程导向探究学习物理化学课堂为例
DOI：
10.1021/acs.jchemed.5b00993
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发表时间：
2016
影响因子：
3
通讯作者：
R. Cole
中科院分区：
文献类型：
--
作者：
Courtney Stanford;A. Moon;M. Towns;R. Cole
鼓励学生参与协作性讨论，使学生能够建设性地相互接触、分享想法、发展对课程内容的共同理解，并练习提出科学论证。论证是学生学习的一项重要技能，但课堂上需要给学生提供参与论证的机会。为了调查教师促进论证的重要性，使用图尔敏分析和面向探究的话语移动框架对一位教师的面向过程引导探究学习 (POGIL) 物理化学课程进行了两次迭代研究。通过记录 POGIL 教室中发生的课堂对话和互动来收集数据。对个别教师实施 POGIL 材料的初步分析提供了有关小组和全班互动的性质以及学生提出的论点的性质和质量的数据。然后老师就可以进行修改...
Encouraging students to participate in collaborative discourse allows students to constructively engage one another, share ideas, develop joint understanding of the course content, and practice making scientific arguments. Argumentation is an important skill for students to learn, but students need to be given the opportunity in class to engage in argumentation. To investigate the importance of instructor facilitation on argumentation, two iterations of one instructor’s Process Oriented Guided Inquiry Learning (POGIL) physical chemistry course were studied using the Toulmin analysis and the inquiry-oriented discursive moves frameworks. Data were collected by recording class conversations and interactions taking place in the POGIL classrooms. Initial analysis of an individual instructor’s implementation of the POGIL materials provided data regarding the nature of small group and whole class interactions and the nature and quality of student-generated arguments. The instructor was then able to make modifica...