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Situated argumentation, learning and science education: A case study of prospective teachers' experiences in an innovative science course

机译：现场辩论，学习和科学教育：以创新型科学课程中的准教师经验为例

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摘要

Various authors had called attention to the significance of argumentation to science education. Nevertheless, argumentation practices had been considerably rare in science classrooms. Moreover, little is know about how people engage in argumentation as science learners to construct knowledge about the natural world and about science.;This study was conducted in a science education course for prospective teachers (PTs) at a university in the Northeast United States. The course was composed of three instructional units, focusing on evolution, light and climate change. In each unity, PTs were confronted with questions, and, working in pairs, they built evidence-based arguments. Various types of technology tools were used to support PTs' in that process. The study addresses the experiences of four prospective teachers, adopting a case study research design informed by grounded theory and phenomenology theoretical frameworks. The research questions were: (1) What is the nature of the arguments that PTs' construct? (2) How PTs's understandings about argumentation develop throughout the course? (3) What accounts for PTs' understandings about argument construction? The primary sources of data for the study were (1) electronic artifacts constructed by PTs and (2) interviews with participants conducted after each unit. The structure of their arguments was analyzed to determine the extent to which PTs explored multiple explanations, provided relevant evidence to support their conclusions, explained how evidence and conclusions were related, and recognized limitations in explanations.;The results of the study suggest that there are some common trends in the development of understandings about scientific arguments. Initially, learners acknowledged the role of evidence in scientific arguments, and tended to provide evidence to support their claims. However, PTs tended not to explain how these pieces of evidence would be related to their conclusions, and saw little value in making that aspect of their argument transparent. Later in the course, participants came to recognize justification as an element of scientific explanations distinct from evidence, and used it to evaluate the quality of evidence. Finally, PTs appeared to consider many aspects of argumentation more as part of a process of presentation of ideas, instead of a process to support knowledge construction. Differences between the pairs were also identified. (Abstract shortened by UMI.).
机译：许多作者呼吁注意论证对科学教育的重要性。然而，在科学教室中，争论的实践非常少见。此外，人们对作为科学学习者如何进行论证以建构有关自然界和科学的知识知之甚少。这项研究是在美国东北大学的准教师（PTs）的科学教育课程中进行的。该课程由三个教学单元组成，侧重于进化，光照和气候变化。在每个统一体中，PT都面临问题，并且成对工作，他们建立了循证论据。在此过程中，使用了各种类型的技术工具来支持PT。该研究针对四位准教师的经验，采用了基于扎根理论和现象学理论框架的案例研究设计。研究的问题是：（1）PT的论点的本质是什么？ （2）PT在整个课程中对论证的理解是如何发展的？ （3）什么解释了PT对论点建构的理解？该研究的主要数据来源是（1）由PT构造的电子文物，以及（2）在每个单元之后进行的与参与者的访谈。通过分析其论点的结构来确定PT探索多种解释的程度，提供相关证据以支持其结论，解释证据与结论如何关联以及认识到解释的局限性;研究结果表明存在关于科学论证的理解发展中的一些共同趋势。最初，学习者承认证据在科学论证中的作用，并倾向于提供证据来支持其主张。但是，PT倾向于不解释这些证据如何与他们的结论相关，并且在使他们的论点的这一方面透明化方面几乎没有价值。在课程的后期，参与者开始认识到称义是与证据不同的科学解释的要素，并用它来评估证据的质量。最后，PT似乎更多地将论证的各个方面视为思想表达过程的一部分，而不是支持知识建构的过程。还确定了两对之间的差异。 （摘要由UMI缩短。）。

著录项

  • 作者

    Munford, Danusa.;

  • 作者单位

    The Pennsylvania State University.;

  • 授予单位 The Pennsylvania State University.;
  • 学科 Science education.;Teacher education.
  • 学位 Ph.D.
  • 年度 2002
  • 页码 396 p.
  • 总页数 396
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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