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Peer reviewed Peer reviewed
ERIC Number: EJ273488
Record Type: CIJE
Publication Date: 1983-Jan
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
Analyzing Arguments in Science Classroom Discourse: Can Teachers' Questions Distort Scientific Authority?
Russell, Thomas L.
Journal of Research in Science Teaching, v20 n1 p27-45 Jan 1983
Reports a qualitative analysis of classroom discourse in which use of questions by science teachers is assessed in terms of arguments to establish scientific knowledge claims. Questions are analyzed not for form/frequency but for their function in developing arguments that establish claims rationally. (Author/JN)
Descriptors: Persuasive Discourse, Questioning Techniques, Science Education, Science Instruction, Secondary Education, Secondary School Science, Student Attitudes, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Canada; Questions; Science Education Research