Analyzing Students’ Learning in Classroom Discussions about Socioscientific Issues

2013 ◽  
Vol 97 (4) ◽  
pp. 594-620 ◽  
Author(s):  
KARIN RUDSBERG ◽  
JOHAN ÖHMAN ◽  
LEIF ÖSTMAN
Keyword(s):  
Socioscientific Issues ◽  
Classroom Discussions

scholarly journals Quality of preservice teachers argumentation in socioscientific issues context

2017 ◽  
Vol 14 (4) ◽  
pp. 3504 ◽  
Author(s):  
Dilek Karışan ◽  
Özgül Yılmaz Tüzün ◽  
Dana Lewis Zeidler
Keyword(s):  
Preservice Teachers ◽  
Elementary Education ◽  
Alternative Energy ◽  
Industrial Revolution ◽  
Food Additives ◽  
Socioscientific Issues ◽  
Classroom Discussions ◽  
Alternative Energy Sources ◽  
Video Recordings ◽  
Data Source

This study aimed to explore preservice teachers’ (PTs) argumentation quality during socioscientific issues (SSI) based classroom discussions.  The participants of the study were 20 PTs from the Department of Elementary Education at a large, research oriented public university in Turkey. Qualitative case study  method was used in this study. The study covered four socioscientific issues (food additives, alternative energy sources, climate change, and the industrial revolution).  Each issue was  discussed in the classroom and each discussion was video recorded.  Video recordings were transcribed verbatim and used as data source.  Classroom discussions verbatim transcribes were analyzed by using a  modified version of Toulmin’s argumentation pattern (TAP) model. The modified approach was found to be more conducive to informal argumentation patterns, in order to analyze preservice teachers’ use of claims, grounds, warrants, backings, and rebuttals that support their debate positions, as well as their ability to use evidence-based reasoning, form coherent lines of reasoning, and use of correct (appropriate) evidence. Results of the study revealed that preservice teachers’ use of evidence to support conflicting ideas tended to increase as their use of incorrect or insufficient use of evidence decreased through the present study.

Brook Ziporyn’s (Chinese) Buddhist Reading of Chinese Philosophy

2018 ◽  
Vol 34 (2) ◽  
pp. 259-267
Author(s):  
Paul J. D'Ambrosio
Keyword(s):  
Chinese Philosophy ◽  
Review Article ◽  
Chinese Buddhism ◽  
Classroom Discussions ◽  
The Core ◽  
Chinese Thought ◽  
Core Issue ◽  
Tiantai Buddhism ◽  
Early Chinese Philosophy

This review article defends Brook Ziporyn against the charge, quite common in graduate classroom discussions, if not in print, that his readings of early Chinese philosophy are ‘overly Buddhist’. These readings are found in his three most recent books: Ironies of Oneness and Difference: Coherence in Early Chinese Thought, Beyond Oneness and Difference: Li and Coherence in Chinese Buddhist Thought and Its Antecedents, and Emptiness and Omnipresence: An Essential Introduction to Tiantai Buddhism. His readings are clearly Buddhist-influenced, but this is not in and of itself problematic. The core issue is rather to what degree these ‘Buddhist elements’ are actually already existent in, and have subsequently been carried over from, early Chinese thought in the development of Chinese Buddhism. Indeed, some scholars of Chinese Buddhism have pointed out that much of the vocabulary, concepts, and logic used in schools such as Tiantai may owe more to Daoist influences than to Buddhist ones. Accordingly, Ziporyn’s ‘overly Buddhist’ approach might simply be an avenue of interpretation that is actually quite in line with the thinking in the early texts themselves, albeit one that is less familiar (i.e. an early Chinese Buddhist or Ziporyn’s approach). The article also aims to show how Ziporyn’s theory concerning the importance of ‘coherence’ in early and later Chinese philosophy is also quite important in his above work on Tiantai Buddhism, Emptiness and Omnipresence. While in this work Ziporyn almost entirely abstains from using the language of coherence, much of it actually rests on a strong coherence-based foundation, thereby demonstrating not Ziporyn’s own prejudice, but rather the thoroughgoing importance and versatility of his arguments on coherence. Indeed, understanding the importance of coherence in his readings of Tiantai Buddhism (despite the fact that he does not explicitly use coherence-related vocabulary) only bolsters the defense against the claims that he makes ‘overly Buddhist’ readings of early Chinese philosophy.

scholarly journals Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Group Discussions ◽  
Inquiry Based Learning ◽  
Teaching And Learning Strategies ◽  
Assessment Of Student Learning ◽  
Method Of Assessment

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

scholarly journals Increasing Engagement in French and Francophone Studies: Structured Journaling on the Emotions in La Fayette's La princesse de Clèves

PMLA ◽  
2015 ◽  
Vol 130 (5) ◽  
pp. 1476-1480
Author(s):  
Logan J. Connors
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Literary Representations ◽  
Francophone Studies ◽  
Classroom Discussions ◽  
Daily Lives ◽  
Similarities And Differences ◽  
Emotional Events ◽  
Difficult Subject ◽  
Foreign Language Skills

Literary representations of emotions fascinate us as readers; they connect to us logically and naturally because we experience in our daily lives many of the emotional events depicted in novels, plays, and poems. Students are intrigued by the similarities and differences between their everyday feelings and the emotions represented in literature. Emotions are thus interesting processes to study, and in classroom discussions and activities most students have something to say about them. For this reason, I use emotion (broadly defined) as an important subject of inquiry in my literature and culture classes. In what follows, I share a structured journaling assignment based on emotion that helps students read with more detail, improves their foreign language skills, and boosts their engagement with difficult subject matter.

Using Log Data to Predict Response Behaviors in Classroom Discussions

2014 ◽  
pp. 670-671
Author(s):  
Ruth Wylie ◽  
Brandon Helding ◽  
Robert Talbot ◽  
Michelene T. H. Chi ◽  
Susan Trickett ◽  
...  
Keyword(s):  
Classroom Discussions ◽  
Log Data ◽  
Response Behaviors
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