A Learning Progression for Scientific Argumentation: Understanding Student Work and Designing Supportive Instructional Contexts
A Learning Progression for Scientific Argumentation: Understanding Student Work and Designing Supportive Instructional Contexts
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DOI：
10.1002/sce.20402
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发表时间：
2010-09-01
影响因子：
4.3
通讯作者：
McNeill, Katherine L.
中科院分区：
文献类型：
--
作者：
Berland, Leema K.;McNeill, Katherine L.
论证是科学教育的中心目标，因为它使学生参与复杂的科学实践，在这些实践中，他们构建和证明知识主张。尽管围绕论证的研究越来越多，但很少有人关注这种实践的学习过程。我们描述了一个学习过程，以了解学生在科学论证方面的工作，以及教学环境如何支持学生进行科学论证。这个学习过程描述了三个方面：(1)教学环境，(2)论证成果，(3)论证过程。在本文中，我们比较了来自小学、初中和高中科学课堂的四个例子，以探索学生的论点在不同年级和教学背景下的复杂性变化方式。我们的比较表明，简化教学环境可能有助于学生以更复杂的方式参与论证的其他方面。教学环境也可以作为一种工具来支持学生在新的内容领域进行论证，并增加他们书面论证的复杂性，这可能比他们的口头论证弱。此外，课堂规范在支持包括小学生在内的所有年龄段的学生进行论证方面发挥着重要作用。(c) 2010 Wiley期刊公司科学教育，2010:765-793
Argumentation is a central goal of science education because it engages students in a complex scientific practice in which they construct and justify knowledge claims. Although there is a growing body of research around argumentation, there has been little focus on developing a learning progression for this practice. We describe a learning progression to understand both students' work in scientific argumentation and the ways in which the instructional environment can support students in that practice. This learning progression describes three dimensions: (1) instructional context, (2) argumentative product, and (3) argumentative process. In this paper, we compare four examples from elementary, middle, and high school science classrooms to explore the ways in which students' arguments vary in complexity across grade level and instructional contexts. Our comparisons suggest that simplifying the instructional context may facilitate students in engaging in other aspects of argumentation in more complex ways. The instructional context may also be used as a tool to support students in argumentation in new content areas and to increase the complexity of their written arguments, which may be weaker than their oral arguments. Furthermore, classroom norms play an important role in supporting students of all ages, including elementary students, in argumentation. (c) 2010 Wiley Periodicals, Inc. Sci Ed 94:765-793, 2010