Scientific Argumentation for All? Comparing Teacher Beliefs About Argumentation in High, Mid, and Low Socioeconomic Status Schools
Scientific Argumentation for All? Comparing Teacher Beliefs About Argumentation in High, Mid, and Low Socioeconomic Status Schools
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为所有人提供科学论证？
DOI：
10.1002/sce.21214
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
S. Loper
中科院分区：
文献类型：
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作者：
Rebecca Katsh;Katherine L. McNeill;S. Loper
确保所有学生都有机会参与科学论证是K-12学生的一个关键目标。虽然研究表明，教师对论证的信念会影响他们的课堂教学，低社会经济地位（SES）学校的学生不太可能经历具有挑战性的科学学习，但很少有研究关注教师的论证信念和学生SES之间的关系。因此，在本研究中，我们探讨了低，中，高SES学校的教师的科学论证信念。参与者是34名教师，他们正在试点一门以科学论证为重点的课程。我们的数据来源包括调查和访谈。虽然我们的分析表明，教师在所有类型的学校认为论证是重要的，我们观察到一些高，中，低SES学生的教师之间的差异有关他们的信念的目标，论证话语和学生的能力，从事论证。这些研究结果表明，问责压力可能会影响低SES学生的教师的信念的方式没有经历过的高SES学生的教师和专业发展的教师提供的影响。
Ensuring all students have opportunities to engage in scientific argumentation is a key goal for K–12 students. While research has shown that teachers’ beliefs about argumentation can impact their classroom instruction and that students in low socioeconomic status (SES) schools are less likely to experience challenging science learning, there is little research focused on the relationship between teachers’ argumentation beliefs and student SES. As such, in this study we explored the scientific argumentation beliefs of teachers in low, mid, and high SES schools. Participants were 34 teachers piloting a curriculum with a focus on scientific argumentation. Our data sources included a survey and interviews. While our analyses suggest that teachers in all types of schools believe argumentation is important, we observed some differences between the teachers of high, mid, and low SES students related to their beliefs about the goals of argumentation discourse and student capability to engage in argumentation. These findings suggest that accountability pressures may impact the beliefs of teachers of low SES students in ways not experienced by teachers of high SES students and offer implications for professional development for such teachers.