Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students
Jonathan Osborne1,*, Shirley Simon2, Andri Christodoulou3, Christina Howell-Richardson4, Katherine Richardson2
Article first published online: 17 JAN 2013
DOI: 10.1002/tea.21073
Journal of Research in Science Teaching
Volume 50, Issue 3, pages 315–347, March 2013
Keywords:
teacher professional development; argumentation; dialogic teaching; student engagement; epistemic learning
Abstract
This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11- to 16-year-old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:315–347, 2013
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Journal of Research in Science Teaching
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NOTA DESTE BLOGGER:
Queria ver o ensino de ciências através da discussão de evidências aqui no Brasil. Muitas teorias científicas, especialmente as das origens e evolução do universo e da vida seriam ensinadas menos dogmaticamente como têm sido até agora! Os alunos ficariam, finalmente, sabendo que elas não são assim uma Brastemp no contexto de justificação teórica, e que se discute internamente entre os cientistas o alcance epistêmicos delas.
Que venga la nueva teoría de la evolución!!!
