Measuring instructional congruence in elementary science classrooms: Pedagogical and methodological components of a theoretical framework

2007 ◽  
Vol 44 (3) ◽  
pp. 424-447 ◽  
Author(s):  
Aurolyn Luykx ◽  
Okhee Lee
Keyword(s):  
Elementary Science ◽  
Theoretical Framework ◽  
Science Classrooms ◽  
Instructional Congruence

Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue

2013 ◽  
pp. 224-245 ◽  
Author(s):  
Matthew J. Benus ◽  
Morgan B. Yarker ◽  
Brian M. Hand ◽  
Lori A. Norton-Meier
Keyword(s):  
Scientific Reasoning ◽  
Elementary Science ◽  
Scientific Evidence ◽  
Science Writing ◽  
Science Classrooms ◽  
Discourse Practices ◽  
Science Teaching Practices ◽  
Teacher Professional ◽  
Whole Class ◽  
Observation Protocol

This chapter discusses an analysis of discourse practices found in eight different elementary science classrooms that have implemented the Science Writing Heuristic (SWH) approach to argument-based inquiry. The analysis for this study involved examining a segment of whole-class talk that began after a small group presented its claim and evidence and ended when the discussion moved on to a new topic, or when a different group presented. The framework for the analysis of this whole-class dialogue developed through an iterative process that was first informed by previous analysis, review and modification of other instruments, and notable anomalies of difference from this data set. Each classroom was then rated using the Reform Teaching Observation Protocol (RTOP), which provided a score for the extent to which the teacher was engaged with reform-based science teaching practices. Our analysis shows that elements of whole-class dialogue in argument-based inquiry classrooms were different across varying levels of RTOP implementation. Overall, low level RTOP implementation (little evidence of reformed-based practice) had a question and answer format during whole class talk that rarely included discourse around scientific reasoning and justification. Higher levels of RTOP implementation were more likely to be focused on student use of scientific evidence to anchor and develop a scientific understanding of “big ideas” in science. These findings are discussed in relation to teacher professional development in argument-based inquiry, science literacy, and the teacher’s and students’ grasp of science practice.

The use of historical materials in elementary science classrooms

2001 ◽  
Vol 85 (4) ◽  
pp. 349-367 ◽  
Author(s):  
Yasmin B. Kafai ◽  
Anne J. Gilliland-Swetland
Keyword(s):  
Elementary Science ◽  
Science Classrooms ◽  
Historical Materials

Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue

2015 ◽  
pp. 880-901
Author(s):  
Matthew J. Benus ◽  
Morgan B. Yarker ◽  
Brian M. Hand ◽  
Lori A. Norton-Meier
Keyword(s):  
Scientific Reasoning ◽  
Elementary Science ◽  
Scientific Evidence ◽  
Science Writing ◽  
Science Classrooms ◽  
Discourse Practices ◽  
Science Teaching Practices ◽  
Teacher Professional ◽  
Whole Class ◽  
Observation Protocol

This chapter discusses an analysis of discourse practices found in eight different elementary science classrooms that have implemented the Science Writing Heuristic (SWH) approach to argument-based inquiry. The analysis for this study involved examining a segment of whole-class talk that began after a small group presented its claim and evidence and ended when the discussion moved on to a new topic, or when a different group presented. The framework for the analysis of this whole-class dialogue developed through an iterative process that was first informed by previous analysis, review and modification of other instruments, and notable anomalies of difference from this data set. Each classroom was then rated using the Reform Teaching Observation Protocol (RTOP), which provided a score for the extent to which the teacher was engaged with reform-based science teaching practices. Our analysis shows that elements of whole-class dialogue in argument-based inquiry classrooms were different across varying levels of RTOP implementation. Overall, low level RTOP implementation (little evidence of reformed-based practice) had a question and answer format during whole class talk that rarely included discourse around scientific reasoning and justification. Higher levels of RTOP implementation were more likely to be focused on student use of scientific evidence to anchor and develop a scientific understanding of “big ideas” in science. These findings are discussed in relation to teacher professional development in argument-based inquiry, science literacy, and the teacher's and students' grasp of science practice.

scholarly journals The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction

1993 ◽  
Vol 63 (1) ◽  
pp. 1-49 ◽  
Author(s):  
Clark A. Chinn ◽  
William F. Brewer
Keyword(s):  
Knowledge Acquisition ◽  
Detailed Analysis ◽  
Science Instruction ◽  
Theory Change ◽  
Theoretical Framework ◽  
The Other ◽  
Science Students ◽  
Science Classrooms ◽  
Anomalous Data

Understanding how science students respond to anomalous data is essential to understanding knowledge acquisition in science classrooms. This article presents a detailed analysis of the ways in which scientists and science students respond to such data. We postulate that there are seven distinct forms of response to anomalous data, only one of which is to accept the data and change theories. The other six responses involve discounting the data in various ways in order to protect the preinstructional theory. We analyze the factors that influence which of these seven forms of response a scientist or student will choose, giving special attention to the factors that make theory change more likely. Finally, we discuss the implications of our framework for science instruction.

Power Dynamics and Questioning in Elementary Science Classrooms

2012 ◽  
Vol 23 (7) ◽  
pp. 745-768 ◽  
Author(s):  
Lori A. Reinsvold ◽  
Kathryn F. Cochran
Keyword(s):  
Elementary Science ◽  
Power Dynamics ◽  
Science Classrooms

scholarly journals Visual Representation Construction for Collective Reasoning in Elementary Science Classrooms

2021 ◽  
Vol 11 (5) ◽  
pp. 246
Author(s):  
Hye-Gyoung Yoon ◽  
Mijung Kim ◽  
Eun Ah Lee
Keyword(s):  
Scientific Reasoning ◽  
Instructional Strategy ◽  
Elementary Science ◽  
Meaning Making ◽  
Visual Representation ◽  
Critical Role ◽  
Classroom Talk ◽  
Science Classrooms ◽  
Study Approach ◽  
The Individual

There has been a recent increase in research interest in the ways that visual representation is used to facilitate students’ understanding in science classrooms. Yet while many studies have explored individual students’ drawing, few studies have looked into drawing as a collective tool to engage students in thinking and talking together in science classrooms. This study employed a case study approach to understand some of the possibilities for visual representation construction as a collective reasoning tool. By examining two cases of visual representation construction during classroom talk in two elementary science classrooms, this study demonstrates how teachers use visual representation as an instructional strategy, and how visualization engages students’ reasoning, meaning making, and social interactions. We selected two cases that demonstrate the emergence of the teacher’s and students’ drawing activities and analyzed each with a focus on the interactions that occur during the construction of visual representation and how this interaction promotes scientific reasoning and meaning making. For the case analysis, three researchers reviewed the video cases separately several times, and then collectively developed in-depth discussion to bring forth possible themes. The findings include (a) that there were common grounds of visual representation established for collective reasoning, and (b) that visual representations expanded knowledge and reasoning from the individual to social level, thus playing a critical role in students’ reasoning and knowledge building during classroom talk. Pedagogical questions and reflection are discussed for further research on visualization as a cognitive and social tool in classrooms.

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