文章基本信息

标题：Promoting productive argumentation through students' questions
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作者：May Poh Eng Phua ; Aik-Ling Tan
期刊名称：Asia-Pacific Science Education
电子版ISSN：2364-1177
出版年度：2018
卷号：4
期号：1
页码：1-24
DOI：10.1186/s41029-018-0020-9
出版社：Springer Verlag
摘要：Questions are important in facilitating the thinking process that leads to learning. There are many research studies examining the use of students’ questions as scaffolds to facilitate argument construction but more needs to be done to understand how these questions are used in generating productive arguments. As such, in this research, we investigate (1) the types of students’ questions generated within a group and how these questions are used in generating productive arguments and (2) strategies used by groups of students who are deemed more successful in generating convincing arguments. Adopting a social constructivist perspective, we examined students’ talk about science within their groups and between groups. We worked with a group of 24 secondary three Biology students to complete a total of seven days of crime scene investigation tasks that required them to make evidence-based decisions to determine the cause of death and solve the crime. The data collected and analyzed included transcripts from students’ oral discourse and written artefacts. We found that asking hypothetical questions promotes the construction of quality arguments. Groups that were more successful in generating quality arguments adopted strategies such as using visible schema constructed from their own questions, testing the strengths of their claims and choosing claims that have the highest number of propositions.
关键词：Argumentation; Secondary school science; Biology