Adapting a Methodology From Mathematics Education Research to Chemistry Education Research: Documenting Collective Activity

Abstract

In this report, we adapt and extend a methodology for documenting the collective production of meaning in a classroom community. A cornerstone of the methodological approach that we develop is a close examination of classroom discourse. Our efforts to analyze the collective production of meaning by examining classroom interaction are compatible with the relatively recent emphasis in mathematics and science education research that focuses on how communities of learners establish ideas through discourse and inquiry. The methodological approach we take builds on and extends an approach from mathematics education that uses Toulmin's argumentation model to document and analyze students' conceptual progress. Our modification introduces a new criterion for empirically demonstrating when particular ways of reasoning become part of the normative practices of the community. An example from an undergraduate course in physical chemistry is used to illustrate the methodology.

Translating across macroscopic, submicroscopic, and symbolic levels: the role of instructor facilitation in an inquiry-oriented physical chemistry class

“…In the first strand of our analysis, we adapted Toulmin's model of argumentation as an analytical framework in order to document collaborative reasoning (Cole et al, 2012). In the first strand of our analysis, we adapted Toulmin's model of argumentation as an analytical framework in order to document collaborative reasoning (Cole et al, 2012).…”

“…First, we used Toulmin's model of argumentation to examine how the class related ideas through collaborative discussion (Cole et al, 2012). First, we used Toulmin's model of argumentation to examine how the class related ideas through collaborative discussion (Cole et al, 2012).…”

Analysis of inquiry materials to explain complexity of chemical reasoning in physical chemistry students’ argumentation

“…With the widespread recognition that social, cultural, and discursive components of a learning environment impact student outcomes, discourse analysis has emerged as a means of evaluating the quality of the teaching and learning that takes place in classes (Cole et al, ; Mercer, ; Loughlin, ). There is experimental evidence that suggests that when children participate in sustained quality discussions, their problem‐solving skills and individual learning improve (Mercer & Howe, ).…”

“…Models of argumentation, a discursive practice central to the construction of scientific knowledge, have provided useful methodological frameworks for investigating student reasoning (Cole et al, ; Bricker & Bell, ; Cole et al, ; Erduran, ; Erduran, Simon, & Osborne, ; Kulatunga & Lewis, ; Kulatunga, Moog, & Lewis, , ; McNeill & Krajcik, ; Sampson & Clark, ). Among the multiple models of argumentation, Toulmin's model consisting of claim, data, and warrant is perhaps the most widely used (Erduran, ).…”

Analysis of Instructor Facilitation Strategies and Their Influences on Student Argumentation: A Case Study of a Process Oriented Guided Inquiry Learning Physical Chemistry Classroom

“…This process is essentially what scientists do in building arguments to connect evidence (data) to the claims they reach through the use of warrants and backings. 12,13,45 The core of an argument consists of a claim, data, and warrant. The additional three components of an argument add sophistication to the argument.…”