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ERIC Number: EJ884404
Record Type: Journal
Publication Date: 2009-Oct
Pages: 19
Abstractor: As Provided
Reference Count: 75
ISSN: ISSN-1306-3065
The Effect of Sociocognitive Conflict on Students' Dialogic Argumentation about Floating and Sinking
Skoumios, Michael
International Journal of Environmental and Science Education, v4 n4 p381-399 Oct 2009
Sociocognitive conflict has been used as a teaching strategy which may contribute to change students' conceptions about science concepts. The present paper aims at investigating the structure of the dialogic argumentation developed by students, when they are involved in science teaching sequence that have been designed to change their conceptions through sociocognitive conflict strategy. For this purpose, teaching sequence targeted at the elaboration of students' conceptions about floating and sinking--based on sociocognitive conflict processes--were prepared and implemented among 14 years old students. Next, the dialogues which the students had during the teaching sequence were analysed with the help of the framework for assessing the structure of the dialogic argumentation of Clark and Sampson (2008). The results of data analysis demonstrate that the sociocognitive conflict strategy promotes the structure of students' dialogic argumentation about floating and sinking. (Contains 5 tables.)
International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A