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ERIC Number: EJ946781
Record Type: Journal
Publication Date: 2011
Pages: 40
Abstractor: As Provided
Reference Count: 82
ISSN: ISSN-1050-8406
Explaining Variation in How Classroom Communities Adapt the Practice of Scientific Argumentation
Berland, Leema K.
Journal of the Learning Sciences, v20 n4 p625-664 2011
Research and practice has placed an increasing emphasis on aligning classroom practices with scientific practices such as scientific argumentation. In this paper, I explore 1 challenge associated with this goal by examining how existing classroom practices influence students' engagement in the practice of scientific argumentation. To do so, I present discourse data from 2 middle school classes engaged in argumentation activities. For each class, I compare existing classroom practices to a discussion designed to facilitate argumentation. My analysis reveals that the existing classroom practices influenced the way in which students responded to the disparate ideas being discussed and that the immediate learning environment influenced the frequency with which students justified their ideas and directly responded to one another. This study suggests that the goal structures that aligned with the existing classroom practices carried over to students' argumentative interactions, influencing how they responded to the disparate ideas. However, the immediate learning environment--including activity structure, software tools, and teaching strategies--seemed to foster student-to-student interactions and justification of ideas. (Contains 15 tables, 1 figure, and 6 footnotes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A