NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1074885
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: EISSN-1940-4476
Examining the Effect of Teacher Guidance on Collaborative Argumentation in Middle Level Classrooms
Hsu, Pi-Sui; Van Dyke, Margot; Chen, Yan
RMLE Online: Research in Middle Level Education, v38 n9 2015
The purpose of this study was to investigate the effect of teacher guidance on the quality of collaborative argumentation in middle level classrooms. Each of six science classes was randomly assigned to either the intervention (teacher guidance) or control condition (minimal teacher guidance). The verbal collaborative argumentation that occurred was recorded and transcribed. The researchers conducted an independent-samples t test to analyze the difference of the depth measure of quality between groups and found a significant difference between the means in the depth measure. The findings reveal that using argumentative scripts for teacher guidance led to more in-depth argumentation.
Association for Middle Level Education. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@amle.org; Web site: http://www.amle.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 7; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois