Title: Exploring teacher contributions to student argumentation quality
Source document: Studia paedagogica. 2019, vol. 24, iss. 4, pp. [173]-198
Extent
[173]-198
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2019-4-8
Stable URL (handle): https://hdl.handle.net/11222.digilib/142245
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
The purpose of this study was to improve our understanding of how experienced teachers contribute to student argumentation quality during classroom inquiry dialogue. Analysis of discussion transcripts, teacher interviews, and shared review of discussion video identified a set of seven teacher moves used by three experienced teachers in support of student argumentation. Analysis further suggested the moves were enlisted to serve two primary purposes – to clarify the process and the product of the inquiry dialogue.
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[24] Gregory, M. (2007). A framework for facilitating classroom dialogue. Teaching Philosophy, 30(1), 59–84. | DOI 10.5840/teachphil200730141
[25] Gregory, M. (2009). Ethics education and the practice of wisdom. Teaching Ethics, 9(2), 105–130. | DOI 10.5840/tej2009929
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[27] Halpern, D. (1998). Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449–455. | DOI 10.1037/0003-066X.53.4.449
[28] Harutounian-Gordon, S. (2009). Learning to teach through discussion: The art of turning the soul. New Haven: Yale University Press.
[29] Isikoglu, N., Basturk, R., & Karaca, F. (2009). Assessing in-service teachers' instructional beliefs about student-centered education: A Turkish perspective. Teaching and Teacher Education, 25(2), 350–356. | DOI 10.1016/j.tate.2008.08.004
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[31] Jiménez-Aleixandre, M. P., Rodriguez, A., & Duschl, R. A. (2000). Doing the lesson or doing science: Argument in high school genetics. Science Education, 84(6), 757–792. | DOI 10.1002/1098-237X(200011)84:6<757::AID-SCE5>3.0.CO;2-F
[32] Juzwik, M. M., Sherry, M. B., Caughlan, S., Heintz, A., & Borsheim-Black, C. (2012). Supporting dialogically organized instruction in an English teacher preparation program: Video-based, web 2.0-mediated response and revision pedagogy. Teachers College Record, 114(3), 1–42.
[33] Kagan, D.M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90. | DOI 10.1207/s15326985ep2701_6
[34] Kelly, G., Druker, S., & Chen, C. (1998). Students' reasoning about electricity: Combining performance assessments with argumentation analysis. International Journal of Science Education, 20(7), 849–871. | DOI 10.1080/0950069980200707
[35] Kennedy, D. (2004). The philosopher as teacher: The role of a facilitator in a community of philosophical inquiry. Metaphilosophy, 35(5), 744–765. | DOI 10.1111/j.1467-9973.2004.00348.x
[36] Kennedy, D. (2013). Developing philosophical facilitation: A toolbox of philosophical moves. In S. Goering, N. Shudak, & T. Wartenberg (Eds.), Philosophy in schools: An introduction for philosophers and teachers (pp. 110–118). New York: Routledge.
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[39] Kuhn, D., & Crowell, A. (2011). Dialogic argumentation as a vehicle for developing young adolescents' thinking. Psychological Science, 22(4), 545–552. | DOI 10.1177/0956797611402512
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