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ERIC Number: EJ1053692
Record Type: Journal
Publication Date: 2015-Apr
Pages: 16
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1046-560X
An Analysis of Argumentation Discourse Patterns in Elementary Teachers' Science Classroom Discussions
Kim, Sungho; Hand, Brian
Journal of Science Teacher Education, v26 n3 p221-236 Apr 2015
This multiple case study investigated how six elementary teachers' argumentation discourse patterns related to students' discussions in the science classroom. Four categories of classroom characteristics emerged through the analysis of the teachers' transcripts and recorded class periods: "Structure of teacher and student argumentation," "directionality," "movement," and "structure of student talk." Results showed that the differences between the teachers' discourse patterns were related to their modified reformed teaching observation protocol (RTOP) scores and to how the interaction of those differences affected student learning. Teachers with high RTOP scores were more likely to challenge their students' claims, explanations, and defenses and to provide less guidance and more waiting time for their students' responses than teachers with medium- and low-level RTOP scores. Students in the high-level teachers' classes challenged, defended, rejected, and supported each other's ideas with evidence and required less guidance than students in the medium-level and low-level teachers' classes.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A