Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments

Chen, Ying-Chih; Park, Soonhye; Hand, Brian

doi:10.1080/07370008.2016.1145120

Cited by 80 publications

(53 citation statements)

References 100 publications

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“…The focus groups interviews supported previous findings on using language in science classrooms [17,43,70]: Talking physics fostered students' overall understanding in GR and discussions with peers and with the teacher were experienced as an engaging variation from regular teaching. In particular, students appreciated to think aloud, and they liked that their understanding of GR was challenged by discussions, which forced them to reason and to find arguments: FG-student: I understand it a lot better if I have to explain it, so even though I haven't quite understood it myself, I start to try to explain it.…”

Section: Dh2: Thought Experiments Analogies and Visualizations Of Resupporting

confidence: 60%

General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction

Kersting

Henriksen

Bøe

et al. 2018

Phys. Rev. Phys. Educ. Res.

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Because of its abstract nature, Albert Einstein's theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the model of educational reconstruction, we present a collaborative online learning environment that was introduced to final year students (18-19 years old) in six Norwegian upper secondary physics classrooms. Design-based research methods guided the development of the learning resources, which were based on a sociocultural view of learning and a historical-philosophical approach to teaching general relativity. To characterize students' learning from and interaction with the learning environment we analyzed focus group interviews and students' oral and written responses to assigned problems and discussion tasks. Our findings show how design choices on different levels can support or hinder understanding of general relativity, leading to the formulation of design principles that help to foster qualitative understanding and encourage collaborative learning. The results indicate that upper secondary students can obtain a qualitative understanding of general relativity when provided with appropriately designed learning resources and sufficient scaffolding of learning through interaction with teacher and peers.

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Section: Dh2: Thought Experiments Analogies and Visualizations Of Resupporting

confidence: 60%

General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction

Kersting

Henriksen

Bøe

et al. 2018

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

show abstract

“…For example, scientists usually construct tentative hypotheses and arguments by interpreting raw data of uncertain phenomena in private. Then, they publicly share these arguments with peers in their community to identify deficiencies in those arguments and thereby further strengthen them (Chen, Park, & Hand, ; Ford & Forman, ). Scientists move between private and public landscapes to develop valid scientific knowledge.…”

Section: A New Era Of Scientific Literacymentioning

confidence: 99%

Using the Science Talk–Writing Heuristic to Build a New Era of Scientific Literacy

Chen

2019

The Reading Teacher

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One of the major goals of science education is preparing students to be scientifically literate. Argumentation is a core practice to promote both scientific literacy and science learning. However, incorporating argumentation into science teaching can be challenging for both teachers and students. The author introduces the Science Talk–Writing Heuristic as a teaching approach that science teachers can use to integrate literacy practices and science learning in an argumentative environment.

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“…For example, the skill of connecting evidences and claims to convince peers can be problematic for students (Sampson et al, 2009;Wong & Hodson, 2010). In addition, elaborating on their conclusions is not easy for students when discussing their claims (Chen et al, 2016). Hence, it's important to develop inquiry-based teaching approaches that effectively promote students' scientific inquiry competency (Bass et al, 2009;Howes et al, 2009).…”

Section: Scientific Inquiry Competency and Inquiry-based Learning Actmentioning

confidence: 99%

The Effects of Critique-Driven Inquiry Intervention on Students’ Critical Thinking and Scientific Inquiry Competency

Lin

Smith

et al. 2020

JBSE

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The research aim was to examine the effects of a Critique-Driven Inquiry (CDI) intervention on primary and secondary school students’ critical thinking and scientific inquiry competency. Twenty-five 4th grade Taiwanese students from a typical primary school were selected to participate in experimental group 1 (EG1), while 28 7th grade students from a typical secondary school were randomly selected to participate in experimental group 2 (EG2). For each group, a 2-semester CDI intervention was implemented. In addition, another 28 4th graders and 30 7th graders from the same two schools were selected to participate in, respectively, control group 1 (CG1) or control group 2 (CG2). Analyses of covariance, repeated measures analysis of variance, and content theme analyses were conducted to analyze the quantitative and qualitative data. Research results indicated that EG1 and EG2 students significantly outperformed their comparison counterparts in critical thinking and scientific inquiry competency both during and following the CDI intervention. The empirical evidence provides insight into the mechanisms of promoting primary and secondary school students’ critical thinking and scientific inquiry competency. Keywords: critical thinking, critique-driven inquiry (CDI), primary and secondary school students, scientific inquiry competency, Taiwan

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Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments

Cited by 80 publications

References 100 publications

General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction

General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction

Using the Science Talk–Writing Heuristic to Build a New Era of Scientific Literacy

The Effects of Critique-Driven Inquiry Intervention on Students’ Critical Thinking and Scientific Inquiry Competency

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