Participant Structures, Scientific Discourse, and Student Engagement in Fourth Grade

Scripting Argumentative Knowledge Construction in Computer-Supported Learning Environments

“…Script components that "micromanage" discourse on an epistemic dimension may cause learners to focus on solving the task at hand without elaborating the learning material. In order to foster the elaboration of the learning material and individual knowledge acquisition, script components may need to target not only the epistemic activities, but also focus on social modes of co-construction in argumentative discourse (see Herrenkohl & Guerra, 1998;Palincsar & Herrenkohl, 1999). Conversely, script components that are aimed at formal aspects of argument construction without additionally fostering epistemic activities or social modes of co-construction may not be able to help learners achieve better results than without support from a script.…”

“…Reiser, 2002). Approaches that we classify as epistemic script components may thus map expert-like strategies onto the interaction of learners (Dufresne, Gerace, Thibodeau Hardiman, & Mestre, 1992;Herrenkohl and Guerra, 1998). For instance, these components provided collaborative learners with task strategies such as predicting and theorizing, summarizing results, and relating predictions and theories to results.…”

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

“…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).…”

“…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).…”

Enhancing Pre-service Physics Teachers’ Perceived Self-efficacy of Argumentation-based Pedagogy through Modelling and Mastery Experiences

“…In their conclusions, the authors state that k-12 students need guidance and scaffolding in order for them to develop quality arguments. In fact, Herrenkohl & Guerra (1998) conducted a study with elementary age students and found that when teachers provided such support students supported their claims with evidence, coordinated evidence and theory and challenged each others' perspectives more successfully. Teachers can provide such support and scaffolding only when they have a sophisticated pedagogical knowledge base for teaching science through argumentation (Knight & McNeill, 2011;Kuhn, 2010).…”