Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students
Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students
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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
DOI：
10.1002/tea.21073
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发表时间：
2013
影响因子：
4.6
通讯作者：
Osborne J
中科院分区：
文献类型：
--
作者：
Osborne J
本文报道了一个项目的结果，在该项目中，教师试图发展他们的能力，使用教学实践与论证在科学教学中，特别是使用更多的对话方法的基础上小组工作和考虑的想法，证据和论点。该项目与四所中学的科学系合作了两年多，目的是发展一种更具对话性的科学教学方法，作为学校内的一种共同教学实践。为了实现这一目标，每所学校的两名首席教师致力于通过在学校科学课程中嵌入活动来改善论证作为教学实践的使用，并为11至16岁的学生发展他们同事在课程中的专业知识。这项研究试图确定：（a）这种使用最低限度支持和专业发展的方法是否会导致学生成绩的可衡量的差异，以及（B）教师的做法发生了哪些变化（在其他地方报告）。为了评估对学生学习和参与的影响，使用一套标准工具从实验学校和比较样本中收集了学生的概念理解、推理和对科学的态度的数据。结果表明，与对照样本相比，学生中几乎没有显着变化。在这篇文章中，我们报告的结果，并讨论我们认为是教师专业发展和教师学习的显着影响。© 2013 Wiley Periodicals，Inc. J Res Sci Teach 50：315-347，2013
This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11‐ to 16‐year‐old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:315–347, 2013
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