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A comparison of epistemic features of student and teacher talk during argument-based instructio

A comparison of epistemic features of student and teacher talk during argument-based instructio
A comparison of epistemic features of student and teacher talk during argument-based instructio
Science education reform efforts in the United States and Europe acknowledge the need of teaching the content and methods of science, as well as promoting an understanding of the nature of scientific practices and knowledge. Thus, science educators also need to address the epistemic practices of science. A way to present to students the epistemic practices of science is through the teaching of science as argument. During argumentation-based instruction, students use evidence to support their claims and evaluate other individuals’ claims and in this way they engage in ‘epistemic discourse’, which is argued as essential for the development of students’ understanding of the nature of scientific practices and knowledge. This study, through a qualitative case study design, compared the discursive practices of a science teacher and a group of Grade 8 students, observed over 6 argument-based lessons. The classroom talk was analyzed based on a framework of ‘epistemic operations’. The results indicate that the student talk modelled the teacher talk for the epistemic aspects of justification and evaluation of knowledge claims. Implications for specific discursive actions science teachers should focus on, and attempt to promote in their classrooms, as well as the context these discursive actions are presented in, are discussed.
Christodoulou, Andri
0a97820c-7e87-45d6-827a-d72fa1734d0a
Osborne, Jonathan
15b1de29-6239-42c4-b0dc-426450721b9a
Christodoulou, Andri
0a97820c-7e87-45d6-827a-d72fa1734d0a
Osborne, Jonathan
15b1de29-6239-42c4-b0dc-426450721b9a

Christodoulou, Andri and Osborne, Jonathan (2012) A comparison of epistemic features of student and teacher talk during argument-based instructio. National Association for Research in Science Teaching (NARST) Annual Conference, JW Marriott Indianapolis, Indianapolis, United States. 25 - 28 Mar 2012.

Record type: Conference or Workshop Item (Poster)

Abstract

Science education reform efforts in the United States and Europe acknowledge the need of teaching the content and methods of science, as well as promoting an understanding of the nature of scientific practices and knowledge. Thus, science educators also need to address the epistemic practices of science. A way to present to students the epistemic practices of science is through the teaching of science as argument. During argumentation-based instruction, students use evidence to support their claims and evaluate other individuals’ claims and in this way they engage in ‘epistemic discourse’, which is argued as essential for the development of students’ understanding of the nature of scientific practices and knowledge. This study, through a qualitative case study design, compared the discursive practices of a science teacher and a group of Grade 8 students, observed over 6 argument-based lessons. The classroom talk was analyzed based on a framework of ‘epistemic operations’. The results indicate that the student talk modelled the teacher talk for the epistemic aspects of justification and evaluation of knowledge claims. Implications for specific discursive actions science teachers should focus on, and attempt to promote in their classrooms, as well as the context these discursive actions are presented in, are discussed.

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Published date: 25 March 2012
Venue - Dates: National Association for Research in Science Teaching (NARST) Annual Conference, JW Marriott Indianapolis, Indianapolis, United States, 2012-03-25 - 2012-03-28

Identifiers

Local EPrints ID: 451857
URI: http://eprints.soton.ac.uk/id/eprint/451857
PURE UUID: 7b41c684-498a-43fd-bca1-4fa53609c084
ORCID for Andri Christodoulou: ORCID iD orcid.org/0000-0002-7021-4210

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Date deposited: 01 Nov 2021 17:32
Last modified: 04 Aug 2022 01:45

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Contributors

Author: Jonathan Osborne

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