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ERIC Number: EJ884185
Record Type: Journal
Publication Date: 2010-Jun
Pages: 19
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-0950-0693
Complexity of Secondary Scientific Data Sources and Students' Argumentative Discourse
Kerlin, Steven C.; McDonald, Scott P.; Kelly, Gregory J.
International Journal of Science Education, v32 n9 p1207-1225 Jun 2010
This study examined the learning opportunities provided to students through the use of complex geological data supporting scientific inquiry. Through analysis of argumentative discourse in a high school Earth science classroom, uses of US Geological Survey (USGS) data were contrasted with uses of geoscience textbook data. To examine these differences, we conducted a review of frameworks for argumentation analysis, and through adaptation to the research foci of this study, developed a new analytic approach. Applying this approach to student classroom discourse revealed the affordances and constraints of both the complex USGS datasets and the filtered textbook data sources. The challenges of teaching with complex data are presented. (Contains 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A