• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of research in science teaching >The Science Classroom as a Site of Epistemic Talk: A Case Study of a Teacher's Attempts to Teach Science Based on Argument
【24h】

The Science Classroom as a Site of Epistemic Talk: A Case Study of a Teacher's Attempts to Teach Science Based on Argument

机译：作为认知对话场所的科学教室：以论证为基础的教师尝试科学教学的案例研究

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Current science education research and policy highlight the need to conceptualize scientific disciplines not only based on a view of "science-as-knowledge" but also on a perspective of "science-as-practice," placing an emphasis on practices such as explanation, argumentation, modeling, and communication. However, classroom discourse is not structured in a way that would normally provide to students the opportunity to engage in such "dialogic knowledge-building processes" (Duschl, 2008a) or epistemic discourse. This study argues that such a change in classroom discourse can be achieved through a focus on argumentation as an instructional approach, which aims to engage students in the epistemic practices of science. This study focuses on a qualitative case study of an experienced teacher's attempts to use argumentation over a school year as a way to identify elements of epistemic discourse that science teachers could be making part of their everyday science teaching. The analysis of classroom talk focused on (a) the teacher's discursive actions or epistemic operations, and (b) the ways in which these discursive actions presented or engaged students in the construction, justification, and evaluation of knowledge claims. The analysis revealed that the use of justificatory talk was consistent across the six lessons observed but the same consistency was not identified in attempts to engage students in evaluative practices. This discrepancy would suggest that evaluative practices were not as embedded in the teacher's classroom talk as the justification or construction of knowledge claims. Implications discussed include the need to reconsider pre-service and in-service teacher training and professional development so that science teachers do not only develop their skills of teaching science based on argument, but also of talking science based on argument.
机译：当前的科学教育研究和政策强调，不仅要基于“科学知识”的观点，而且要基于“科学实践”的观点来对科学学科进行概念化，并强调诸如解释，论证，建模和交流。但是，课堂话语的结构通常无法为学生提供参与此类“对话性知识构建过程”（Duschl，2008a）或认知话语的机会。这项研究认为，通过将论证作为一种教学方法，可以使课堂话语发生这种变化，其目的是让学生参与科学的认知实践。这项研究的重点是定性案例研究，该案例是有经验的老师在一个学年中尝试使用论证作为一种方法，以识别科学教师可能成为其日常科学教学一部分的认知话语元素。课堂演讲的分析着重于（a）教师的话语行为或认知操作，以及（b）这些话语行为如何表现或促使学生参与知识主张的构建，证明和评估。分析表明，在所观察到的六个课程中，辩证性谈话的使用是一致的，但是在试图让学生参与评估实践的尝试中并未发现相同的一致性。这种差异表明，评估实践并没有像知识主张的理由或建构那样嵌入教师的课堂讨论中。所讨论的含义包括需要重新考虑职前和在职教师的培训和专业发展，以便理科教师不仅要发展基于论证的科学教学技能，而且要发展基于论证的说话科学技能。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号