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Analyzing explicit teaching strategi...

Park, Young-Shin.

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Analyzing explicit teaching strategies and student discourse for scientific argumentation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Analyzing explicit teaching strategies and student discourse for scientific argumentation./
作者:	Park, Young-Shin.
面頁冊數:	286 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-10, Section: A, page: 3601.
Contained By:	Dissertation Abstracts International66-10A.
標題:	Education, Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3190912
ISBN:	9780542334047

Analyzing explicit teaching strategies and student discourse for scientific argumentation.
Park, Young-Shin.

Analyzing explicit teaching strategies and student discourse for scientific argumentation. - 286 p.

Source: Dissertation Abstracts International, Volume: 66-10, Section: A, page: 3601.

Thesis (Ph.D.)--Oregon State University, 2006.

Scientific inquiry in K-12 classrooms tends to be procedural, lacking opportunities for students to gain understanding of how scientific knowledge is constructed through reflection, debate, and argument. Limited opportunity to develop scientific argumentation skills prevents students from practicing the scientific thinking needed to understand the nature of scientific knowledge and the role of scientific inquiry. To solve this problem in science education, recent research has focused on how to support student opportunities to learn scientific argumentation in the context of learning science content.

ISBN: 9780542334047Subjects--Topical Terms:

1017897
Education, Sciences.

Analyzing explicit teaching strategies and student discourse for scientific argumentation.
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245 1 0 $a Analyzing explicit teaching strategies and student discourse for scientific argumentation.
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500 $a Source: Dissertation Abstracts International, Volume: 66-10, Section: A, page: 3601.
500 $a Adviser: Lawrence B. Flick.
502 $a Thesis (Ph.D.)--Oregon State University, 2006.
520 $a Scientific inquiry in K-12 classrooms tends to be procedural, lacking opportunities for students to gain understanding of how scientific knowledge is constructed through reflection, debate, and argument. Limited opportunity to develop scientific argumentation skills prevents students from practicing the scientific thinking needed to understand the nature of scientific knowledge and the role of scientific inquiry. To solve this problem in science education, recent research has focused on how to support student opportunities to learn scientific argumentation in the context of learning science content.
520 $a The purpose of this investigation was to examine and analyze one science teacher's understanding of scientific argumentation and his teaching strategies for developing students' argumentation skills in the classroom. This investigation also analyzed student discourse in response to those teaching strategies, to see how students demonstrate improved scientific thinking skills while they developed skills in scientific argumentation.
520 $a One science teacher, Mr. Field, and his students at the middle school level participated in this study for two months. Three interviews employing semistructured protocols were used to examine Mr. Field's understanding of scientific argumentation. A structured observational protocol enhanced with field notes and audio tape recordings were employed to investigate Mr. Field's teaching strategies that led students to demonstrate scientific thinking skills. Transcriptions of student discourse and two lab reports were also analyzed for the quality of students' scientific thinking skills. Three different tools for argument analysis, Toulmin, Epistemic Operation, and Reasoning Complexity, were used to examine student argumentation in detail.
520 $a The teacher, Mr. Field, defined scientific inquiry as the combination of developing procedural skills through hands-on activities and reasoning skills through argumentation. Seven different teaching strategies emerged based on sixty hours of classroom observation. Daily Science and the Claim-Evidence Approach were the two main teaching strategies that gave students opportunities to demonstrate the reasoning skills needed to construct scientific knowledge. However, students developed less extended arguments during Daily Science, whose purpose was to provide them with a chance to practice basic skills, such as differentiating independent variables from dependent. On the other hand, students developed more extended arguments during the Claim-Evidence Approach, where the purpose was to provide students with opportunities to develop claims, to find evidence from experiments to support the claims or refute those of others, and to discuss the limitation of the experiments. (Abstract shortened by UMI.)
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