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ERIC Number: EJ1093968
Record Type: Journal
Publication Date: 2016
Pages: 48
Abstractor: As Provided
Reference Count: 136
ISSN: ISSN-0737-0008
Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge through Constructing and Critiquing Arguments
Chen, Ying-Chih; Park, Soonhye; Hand, Brian
Cognition and Instruction, v34 n2 p100-147 2016
This study developed an analytic framework consisting of four patterns of talk and writing that can support students' engagement in construction and critique: "Talk only," "writing only," "use of talk and writing in sequence," and "use of talk and writing simultaneously." This study aimed to examine how each pattern supports students' development of scientific knowledge through the construction and critique of arguments and what cognitive functions are associated with each pattern. To trace students' knowledge development over time using the four patterns, three students were selected as target subjects. Data were analyzed using two approaches: (1) in-depth analysis of a Knowledge Development Trajectory and (2) constant comparative method. This study highlights elementary students' capability of engaging in argumentation that promotes their scientific knowledge development when provided with proper opportunities, facilitation, and time to recognize that talk and writing can be used as epistemic tools for both constructing and critiquing arguments.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A