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Argumentation and Equity in Inquiry-...

Irish, Tobias E.L.

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Argumentation and Equity in Inquiry-Based Science Instruction: Reasoning Patterns of Teachers and Students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Argumentation and Equity in Inquiry-Based Science Instruction: Reasoning Patterns of Teachers and Students./
Author:	Irish, Tobias E.L.
Description:	171 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-04(E), Section: A.
Contained By:	Dissertation Abstracts International74-04A(E).
Subject:	Education, Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3534391
ISBN:	9781267811622

Argumentation and Equity in Inquiry-Based Science Instruction: Reasoning Patterns of Teachers and Students.
Irish, Tobias E.L.

Argumentation and Equity in Inquiry-Based Science Instruction: Reasoning Patterns of Teachers and Students. - 171 p.

Source: Dissertation Abstracts International, Volume: 74-04(E), Section: A.

Thesis (Ph.D.)--Oregon State University, 2013.

This multiple case study explores issues of equity in science education through an examination of how teachers' reasoning patterns compare with students' reasoning patterns during inquiry-based lessons. It also examines the ways in which teachers utilize students' cultural and linguistic resources, or funds of knowledge, during inquiry-based lessons and the ways in which students utilize their funds of knowledge, during inquiry-based lessons. Three middle school teachers and a total of 57 middle school students participated in this study. The data collection involved classroom observations and multiple interviews with each of the teachers individually and with small groups of students. The findings indicate that the students are capable of far more complex reasoning than what was elicited by the lessons observed or what was modeled and expected by the teachers, but that during the inquiry-based lessons they conformed to the more simplistic reasoning patterns they perceived as the expected norm of classroom dialogue. The findings also indicate that the students possess funds of knowledge that are relevant to science topics, but very seldom use these funds in the context of their inquiry-based lessons. In addition, the teachers in this study very seldom worked to elicit students' use of their funds in these contexts. The few attempts they did make involved the use of analogies, examples, or questions. The findings from this study have implications for both teachers and teacher educators in that they highlight similarities and differences in reasoning that can help teachers establish instructional congruence and facilitate more equitable science instruction. They also provide insight into how students' cultural and linguistic resources are utilized during inquiry-based science lessons.

ISBN: 9781267811622Subjects--Topical Terms:

1017897
Education, Sciences.

Argumentation and Equity in Inquiry-Based Science Instruction: Reasoning Patterns of Teachers and Students.
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020 $a 9781267811622
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100 1 $a Irish, Tobias E.L. $3 2096705
245 1 0 $a Argumentation and Equity in Inquiry-Based Science Instruction: Reasoning Patterns of Teachers and Students.
300 $a 171 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-04(E), Section: A.
500 $a Adviser: Nam-Hwa Kang.
502 $a Thesis (Ph.D.)--Oregon State University, 2013.
520 $a This multiple case study explores issues of equity in science education through an examination of how teachers' reasoning patterns compare with students' reasoning patterns during inquiry-based lessons. It also examines the ways in which teachers utilize students' cultural and linguistic resources, or funds of knowledge, during inquiry-based lessons and the ways in which students utilize their funds of knowledge, during inquiry-based lessons. Three middle school teachers and a total of 57 middle school students participated in this study. The data collection involved classroom observations and multiple interviews with each of the teachers individually and with small groups of students. The findings indicate that the students are capable of far more complex reasoning than what was elicited by the lessons observed or what was modeled and expected by the teachers, but that during the inquiry-based lessons they conformed to the more simplistic reasoning patterns they perceived as the expected norm of classroom dialogue. The findings also indicate that the students possess funds of knowledge that are relevant to science topics, but very seldom use these funds in the context of their inquiry-based lessons. In addition, the teachers in this study very seldom worked to elicit students' use of their funds in these contexts. The few attempts they did make involved the use of analogies, examples, or questions. The findings from this study have implications for both teachers and teacher educators in that they highlight similarities and differences in reasoning that can help teachers establish instructional congruence and facilitate more equitable science instruction. They also provide insight into how students' cultural and linguistic resources are utilized during inquiry-based science lessons.
590 $a School code: 0172.
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Middle School. $3 1030813
690 $a 0714
690 $a 0450
710 2 $a Oregon State University. $3 625720
773 0 $t Dissertation Abstracts International $g 74-04A(E).
790 $a 0172
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3534391