Discourse Patterns and Collaborative Scientific Reasoning in Peer and Teacher-Guided Discussions

Hogan, Kathleen; Nastasi, Bonnie K.; Pressley, Michael

doi:10.1207/s1532690xci1704_2

Cited by 333 publications

(260 citation statements)

References 42 publications

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“…Learners focusing on the construction of problem space at the cost of neglecting other epistemic activities may retell rather than interpret a problem. Accordingly, it has been shown that discourse beyond a concrete level of the problem space may foster the individual acquisition of knowledge in learning scenarios based on complex problems (Fischer et al, 2002;Hogan, Nastasi, & Pressley, 2000). The construction of conceptual space comprises summarizing, rephrasing, and discussing theoretical concepts and principles.…”

Section: Epistemic Dimensionmentioning

confidence: 99%

A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

Weinberger

Fischer

2006

Computers & Education

603

527

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Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of specific processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts.In order to refine process-oriented instructional support, such as scripts, we need to measure the influence of scripts on specific processes of argumentative knowledge construction. In this article, we propose a multi-dimensional approach to analyze argumentative knowledge construction in CSCL from sampling and segmentation of the discourse corpora to the analysis of four process dimensions (participation, epistemic, argumentative, social mode).

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Section: Epistemic Dimensionmentioning

confidence: 99%

A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

Weinberger

Fischer

2006

Computers & Education

603

527

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“…Studies have suggested that science teachers who are adept at recognizing, understanding, and leveraging students' ideas are better able to support students in building their understanding of key scientific concepts (Avraamidou & Zembal-Saul, 2005;Herrenkohl & Guerra, 1998;Hogan, Natasi, & Pressley, 2000;Ruiz-Primo & Furtak, 2006;Zembal-Saul, Krajcik, & Blumenfeld, 2002). Science teachers are constantly confronted with students' ideas about scientific phenomenon, including alternative conceptions and misconceptions, and must draw on their understanding of the subject matter to interpret students' ideas and probe for understanding (Coffey, Hammer, Levin, & Grant, 2011;Forbes, Sabel, & Biggers, 2015;Levin, 2013).…”

Section: Conceptualizing Practice-based Measures Of Content Knowledgementioning

confidence: 99%

“…To positively impact students' science learning, research has suggested that science teachers are called on to use their subject matter knowledge in a wide range of teaching practices across varied contexts (Kloser, 2014; National Research Council, 2007;Windschitl et al, 2012). Perhaps two of the most critical practices for supporting students' learning in science involve the ability to (a) attend to and use students' ideas and experiences as the basis for learning and (b) evaluate and select instructional strategies and resources for classroom use-both of which place substantial demands on teachers' subject matter knowledge.Studies have suggested that science teachers who are adept at recognizing, understanding, and leveraging students' ideas are better able to support students in building their understanding of key scientific concepts (Avraamidou & Zembal-Saul, 2005;Herrenkohl & Guerra, 1998;Hogan, Natasi, & Pressley, 2000;Ruiz-Primo & Furtak, 2006;Zembal-Saul, Krajcik, & Blumenfeld, 2002). Science teachers are constantly confronted with students' ideas about scientific phenomenon, including alternative conceptions and misconceptions, and must draw on their understanding of the subject matter to interpret students' ideas and probe for understanding (Coffey, Hammer, Levin, & Grant, 2011;Forbes, Sabel, & Biggers, 2015;Levin, 2013).…”

mentioning

confidence: 99%

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Mikeska

Phelps

Croft

2017

ETS Research Report Series

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Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Report series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Report series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers and Trustees of Educational Testing Service.The Daniel Eignor Editorship is named in honor of Dr. Daniel R. Eignor, who from 2001 until 2011 served the Research and Development division as Editor for the ETS Research Report series. The Eignor Editorship has been created to recognize the pivotal leadership role that Dr. Eignor played in the research publication process at ETS. This report describes efforts by a group of science teachers, teacher educators, researchers, and content specialists to conceptualize, develop, and pilot practice-based assessment items designed to measure elementary science teachers' content knowledge for teaching (CKT). The report documents the framework used to specify the content-specific teaching practices and instructional tools that are critical to the work that elementary science teachers engage in with students, curriculum, and instruction. Drawing on this framework, the report details the development process for practice-based assessment items designed to measure CKT elementary science in three content areas: (a) structure and properties of matter, (b) ecosystems, and (c) Earth's place in the universe. These practice-based assessment items address the various content challenges elementary science teachers face in their work and were designed to be used as a foundation for building large-scale assessments of elementary science teachers' CKT science. This report presents initial validity evidence examining the practice-based CKT science item characteristics using results from online administrations of these items to 250 upper elementary science teachers. Findings reveal that the majority of these new assessment items capture variability in elementary science teachers' performance and that a large proportion of the items differentiate moderately well, supporting a beginning proof-of-concept for the conceptualization and design of these practice-based CKT elementary science assessment items. Keywords Science; assessment; content knowledge for teaching; specialized content knowledge; pedagogical content knowledge; subject matter knowledge; elementary teachers doi:10.1002/ets2.12168 Enhancing the capacity of K-12 teachers ...

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“…Other features of knowledge quality have been identified by McKeown and Beck (1990), and by Hogan and colleagues (Hogan, 1999a(Hogan, , 1999bHogan & Fisherkeller, 2000;Hogan, Nastasi, & Pressley, 2000). McKeown and Beck (1990), in their investigation of the quality of students' knowledge of a topic in history, identified a mixture of quantitative and qualitative features, including measures of correctness of responses, quantity of major ideas, quantity of elaborative ideas, the nature of the relationships between ideas and the organization of ideas.…”

Section: Features Of Good Quality Learningmentioning

confidence: 96%

Framing the Features of Good-Quality Knowledge for Teachers and Students

Lawson¹,

Askell–Williams²

2012

Enhancing the Quality of Learning

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In this paper we have two concerns. First we consider the features used to describe good quality learning actions and knowledge representations. Our second concern is the need to develop students' knowledge of how to act, during teachinglearning transactions, in order to generate good quality knowledge representations.There is a convergence of views, at a broad level, about the character of good quality knowledge. Although there are frequent specifications of the features of good quality learning these discussions mostly do not build on one another so that a coherent representation of such learning is built up. There is therefore a need to consider further the characteristics of learning that are regarded as being of good quality. For this purpose we set out a framework based around six dimensions of good quality knowledge, namely, extent, well-foundedness, structure, complexity, generativity, and variety of representational format. In the final section of the chapter we advance arguments that point to the need to attend to the state of students' and teachers' knowledge about how to act, in strategic cognitive and metacognitive ways, in order to generate good quality knowledge representations.

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Discourse Patterns and Collaborative Scientific Reasoning in Peer and Teacher-Guided Discussions

Cited by 333 publications

References 42 publications

A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Framing the Features of Good-Quality Knowledge for Teachers and Students

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