Authors
Claudia Von Aufschnaiter, Sibel Erduran, Jonathan Osborne, Shirley Simon
Publication date
2008/1
Journal
Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching
Volume
45
Issue
1
Pages
101-131
Publisher
Wiley Subscription Services, Inc., A Wiley Company
Description
In this study we investigated junior high school students' processes of argumentation and cognitive development in science and socioscientific lessons. Detailed studies of the relationship between argumentation and the development of scientific knowledge are rare. Using video and audio documents of small group and classroom discussions, the quality and frequency of students' argumentation was analyzed using a schema based on the work of Toulmin (1958). In parallel, students' development and use of scientific knowledge was also investigated, drawing on a schema for determining the content and level of abstraction of students' meaning‐making. These two complementary analyses enabled an exploration of their impact on each other. The microanalysis of student discourse showed that: (a) when engaging in argumentation students draw on their prior experiences and knowledge; (b) such activity enables …
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Scholar articles
C Von Aufschnaiter, S Erduran, J Osborne, S Simon - Journal of Research in Science Teaching: The Official …, 2008