文章基本信息

标题：Argumentation in Whole-Class Teaching and Science Learning
本地全文：下载
作者：Antonia Larrain ; Christine Howe ; Julieta Cerda 等
期刊名称：Psykhe
印刷版ISSN：0717-0297
电子版ISSN：0718-2228
出版年度：2014
卷号：23
期号：2
页码：1-15
语种：English
出版社：Pontificia Universidad Católica de Chile
摘要：Peers’ discussion of contradictory ideas has been proven to promote students’ learning. Some empirical evidence sug - gests that whole-class argumentation has similar benefits, but there is no clarity yet on whether discussion accounts for this effect. This study aimed at testing the effects of different aspects of whole-class argumentation on science learning. A non-probabilistic sample of 220 students (aged 10 to 11 years) from 18 public schools in Santiago, Chile, participated in the study. Eleven teachers delivered lessons according to a teaching programme especially developed to foster argumentation (intervention group) and 7 teachers delivered lessons in their usual way (control group). Students were assessed individually using pre- and post-measures of learning, argumentative skills and attitudes toward science. The two formers were tests and the latter was a questionnaire. Lessons were videotaped. Factorial analysis and linear regression were conducted. Results showed that 2 factors predict a portion of the variance on learning: one factor composed of justificatory utterances and the other of students’ counter-arguments. These results suggest that contradiction among peers is not the only aspect of classroom argumentation that prompts learning.
其他摘要：Peers’ discussion of contradictory ideas has been proven to promote students’ learning. Some empirical evidence sug - gests that whole-class argumentation has similar benefits, but there is no clarity yet on whether discussion accounts for this effect. This study aimed at testing the effects of different aspects of whole-class argumentation on science learning. A non-probabilistic sample of 220 students (aged 10 to 11 years) from 18 public schools in Santiago, Chile, participated in the study. Eleven teachers delivered lessons according to a teaching programme especially developed to foster argumentation (intervention group) and 7 teachers delivered lessons in their usual way (control group). Students were assessed individually using pre- and post-measures of learning, argumentative skills and attitudes toward science. The two formers were tests and the latter was a questionnaire. Lessons were videotaped. Factorial analysis and linear regression were conducted. Results showed that 2 factors predict a portion of the variance on learning: one factor composed of justificatory utterances and the other of students’ counter-arguments. These results suggest that contradiction among peers is not the only aspect of classroom argumentation that prompts learning.
关键词：Argumentation; science learning; discussion; dialogic teaching; effective teaching.
其他关键词：Argumentation; science learning; discussion; dialogic teaching; effective teaching.