Název: The role of the teacher in supporting students' epistemic thinking in dialogic argumentation : a case study
Zdrojový dokument: Studia paedagogica. 2019, roč. 24, č. 4, s. [143]-171
Rozsah
[143]-171
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2019-4-7
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/142244
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
The purpose of this qualitative research paper was to explore the role of a teacher in supporting students' epistemic understanding and argumentation. The main subject of our research was expert teacher Daniela, who had been teaching Czech language arts for twelve years and undertook a developmental program on dialogic teaching three years prior to this study. Data were gathered through structured observations, six video recordings of teaching, and several interviews with the teacher and students. The findings showed that the teacher tried to depersonalise students' arguments and sought to make the argument jointly owned by everybody in the classroom so that it was possible to discuss the nature of the argument and not the student's personal opinion. The findings reveal that the depersonalisation is a unique procedure that could increase students' participation in dialogic argumentation while preserving their personal opinions.
Note
This article is an output of the project On the Relationship Between Characteristics of Classroom Discourse and Student Achievement (GA17-03643S), funded by the Czech Science Foundation.
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[17] Dam, G., & Volman, M. (2004). Critical thinking as a citizenship competence: teaching strategies. Learning and Instruction, 14(4), 359–379. | DOI 10.1016/j.learninstruc.2004.01.005
[18] Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38, 39–72. | DOI 10.1080/03057260208560187
[19] Felton, M., Garcia-Mila, M., & Gilabert, S. (2009). Deliberation versus dispute: the impact of argumentative discourse goals on learning and reasoning in the science classroom. Informal Logic, 29, 417–446. | DOI 10.22329/il.v29i4.2907
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[24] Gronostay, D. (2018). To argue or not to argue? The role of personality traits, argumentativeness, epistemological beliefs and assigned positions for students' participation in controversial political classroom discussions. Unterrichtswiss, 6, 1–19.
[25] Hattie, J., & Yates, G. C. R. (2014). Visible learning and the science of how we learn. Abingdon, New York: Routledge.
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