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ERIC Number: EJ1148231
Record Type: Journal
Publication Date: 2017-Jul
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0021-9584
Decentering: A Characteristic of Effective Student-Student Discourse in Inquiry-Oriented Physical Chemistry Classrooms
Moon, Alena; Stanford, Courtney; Cole, Renee; Towns, Marcy
Journal of Chemical Education, v94 n7 p829-836 Jul 2017
Recent science reform documents have called for incorporating authentic scientific discourse into science classes as engaging in discourse has shown to result in numerous benefits. Whether these benefits are observed in students depends upon the quality of the discourse in which they engage. However, characterizing the quality of student-student discourse can be an ambiguous task. In this work, we introduce decentering as one feature of effective student-student interactions that can be used to evaluate the quality of discourse. Decentering refers to the process of differentiating between one's own perspective and another's. Arguments from two process-oriented guided inquiry learning physical chemistry classes are presented to illustrate this concept. Decentering manifests itself in these arguments through careful consideration of alternative arguments. Practitioners and researchers can use the results of this study to facilitate and analyze student-student discourse.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A