Using Models to Support Argumentation in the Science Classroom

2016 ◽  
Vol 78 (7) ◽  
pp. 549-559 ◽  
Author(s):  
Ying-Chih Chen ◽  
Mathew J. Benus ◽  
Morgan B. Yarker
Keyword(s):  
Respiratory System ◽  
Science Classroom ◽  
Class Discussion ◽  
Pedagogical Practice ◽  
Authentic Science ◽  
Science Classrooms ◽  
Negotiation Pedagogy ◽  
Tentative Model ◽  
Peer Community ◽  
Community Modeling

Scientists use models to represent their imagination and conceptualization of a particular phenomenon. They then use models to develop an argument to debate, defend, and debunk ideas in their peer community. Modeling is an essential practice of authentic science. To foster the pedagogical practice of incorporating models in argumentative contexts, we introduce an approach called “Science Negotiation Pedagogy.” We show how models can support argumentation practices in science classrooms in six phases of action: (1) create a driving question; (2) construct a tentative model in groups; (3) construct a tentative argument in groups; (4) negotiate models and arguments in a whole-class discussion, then revise models and arguments through negotiation; (5) consult the experts; and (6) reflect through writing. A unit on the human respiratory system is used as an example to demonstrate how Science Negotiation Pedagogy can be implemented in biology classrooms.

scholarly journals EduSciFIT: A Computer-Based Blended and Scaffolding Toolbox to Support Numerical Concepts for Flipped Science Education

2019 ◽  
Vol 9 (2) ◽  
pp. 116 ◽  
Author(s):  
David González-Gómez ◽  
Jin Su Jeong
Keyword(s):  
Science Education ◽  
Science Learning ◽  
Science Classroom ◽  
Science Laboratory ◽  
Positive Perception ◽  
Science Classrooms ◽  
E Learning ◽  
Computer Based ◽  
Positive Results ◽  
Scaffolding Learning

In education, the use of information, computers, and the Internet as a form of blended technology has been receiving increased attention and consideration. Additionally, increasing attention is being paid toward a scaffolding mechanism that can be integrated into science classrooms in order to solve technological challenges. This work describes a computer-based blended and scaffolding learning toolbox to support numerical concepts for flipped science education, particularly one which is developed and implemented in a MATLAB environment and framed in Adobe Captivate 6 as a HTML5-based e-Learning application, which can be used for science laboratory exercises. This toolbox, named SciEduFIT, is one of the blended and scaffolding learning systems available for use in science education. Through this toolbox, students can acquire the skills to establish the numerical concepts in a flipped science classroom. A survey was conducted to measure the suitability of the proposed toolbox, specifically A to E screens of SciEduFIT. The positive results of the survey indicate that this novel toolbox should be introduced into science classrooms in order to supplement other existing tools currently in use in the area of flipped science education. Therefore, the research shows a general positive perception of the toolbox and highlights the feasibility of the toolbox to achieve significant science learning.

scholarly journals Content and Language Integrated Learning (CLIL) Approach across Curriculum in Science Classrooms: Are the English Language Use and Learning Reveal?

2020 ◽  
Vol 1 (1) ◽  
pp. 15-21
Author(s):  
Nurhamsi Deswila ◽  
Martin Kustati ◽  
Besral Besral ◽  
Syayid Sandi Sukandi
Keyword(s):  
Junior High School ◽  
Classroom Practice ◽  
English Language ◽  
Language Use ◽  
Science Classroom ◽  
First Grade ◽  
Science Classrooms ◽  
Efl Context ◽  
Efl Students ◽  
The Relationship

The study aims to reveal the implementation CLIL approach in improving students’ English language use and learning in the science classroom.  A descriptive study was employed where data were collected using observation and interview to two classes at of Private Islamic Boarding in West Sumatera. The students for CLIL Strategy are the first grade of junior high school at science classrooms. The result of the research revealed that the use of the CLIL strategy across the curriculum is an effective strategy to develop English language use and learning. The pedagogical implications of the study for the EFL students in science classrooms include the need for teachers to consider underlying theories of teaching English in EFL context taking into account students’ constraints; a focus on the various types of students’ English ability and consider students’ interest in topic selection; teachers to be aware of the significance of the relationship between their attitude and background in classroom practice; teachers to be trained formally on the implementation of the CLIL Strategy.

scholarly journals Fostering curiosity in science classrooms: Inquiring into practice using cogenerative dialoguing

2017 ◽  
Vol 28 (3) ◽  
pp. 190-198
Author(s):  
Joanna Higgins ◽  
◽  
Azra Moeed ◽  
Keyword(s):  
Scientific Literacy ◽  
Science Classroom ◽  
Content Delivery ◽  
Secondary Science ◽  
Opportunities To Learn ◽  
Learning Context ◽  
Science Classrooms ◽  
Video Clips ◽  
Interpretive Approach ◽  
Scientific Ideas

Developing students' scientific literacy requires teachers to use a variety of pedagogical approaches including using video as a form of instruction. Using video is a way of engaging students in science ideas not otherwise accessible to them. This study investigated the use of video clips representing scientific ideas in a secondary science classroom as one component of a science program. Drawing an interpretive approach framed as authentic participant-centered inquiry the analysis used cogenerative dialoguing to generate collective perspectives on the affordances and constraints of learning from video. We found that the structure of a video in terms of density of the content delivery and its length shaped students' viewing experiences and access to science ideas. We argue that structures of the learning context afford and constrain students' opportunities to learn science from video.

scholarly journals AN ACTIVITY THEORY-BASED ANALYTIC FRAMEWORK FOR THE STUDY OF DISCOURSE IN SCIENCE CLASSROOMS

2012 ◽  
Vol 14 (2) ◽  
pp. 13-46 ◽  
Author(s):  
Rodrigo Drumond Vieira ◽  
Gregory J. Kelly ◽  
Silvania Sousa do Nascimento
Keyword(s):  
Activity Theory ◽  
Physics Education ◽  
Science Classroom ◽  
Analytic Framework ◽  
Science Classrooms ◽  
Different Types ◽  
Classroom Conversations ◽  
And Linguistics ◽  
Contextualization Cues ◽  
New Framework

In this paper we introduce a new framework and methodology to analyze science classroom discourse and apply it to a university physics education course. Two fields of inquiry were adapted to develop the framework: activity theory and linguistics. From activity theory we applied levels of analysis (activity, actions, and operations) to organize and structure the discourse analysis. From the field of linguistics we used resources from sociolinguistics and textual linguistics to perform analysis at the action and operation levels. Sociolinguistics gave us criteria to introduce contextualization cues into analysis in order to consider ways that participants segmented their classroom conversations. Textual linguistics provided a basis for categories of language organization (e.g, argumentation, explanation, narration, description, injunction, and dialogue). From this analysis, we propose an examination of a teacher's discourse moves, which we labeled Discursive Didactic Procedures (DDPs). Thus, the framework provides a means to situate these DDPs in different types of language organization, examine the roles such DDPs play in events, and consider the relevant didactic goals accomplished. We applied this framework to analyze the emergence and development of an argumentative situation and investigate its specific DDPs and their roles. Finally, we explore possible contributions of the framework to science education research and consider some of its limitations.

scholarly journals The role of language in scaffolding content & language integration in CLIL science classrooms

2019 ◽  
Vol 7 (2) ◽  
pp. 315-328 ◽  
Author(s):  
Kok-Sing Tang
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
Science Classroom ◽  
Classroom Interaction ◽  
Science Classrooms ◽  
Cognitive Linguistic ◽  
Text Genre ◽  
Teaching Learning ◽  
Integrated Or

Abstract This commentary to the special issue “Teaching, Learning and Scaffolding in CLIL Science Classrooms” synthesizes the contributions from the authors by addressing two overarching questions. First, what is the role of language in mediating science teaching and learning in a CLIL science classroom? Second, to what extent can content and language be integrated or separated in CLIL instruction and assessment? In addressing the first question, I distil three major perspectives of how the authors conceive the role of language as a scaffolding tool. These roles are: (a) providing the discursive means and structure for classroom interaction to occur, (b) enabling students’ construction of knowledge through cognitive and/or linguistic processes, and (c) providing the semantic relationships for science meaning-making. These three perspectives roughly correspond to the discursive, cognitive-linguistic, and semiotic roles of language respectively. In addition, two other roles – epistemic and affective, though not emphasized in this issue, are also discussed. In addressing the second question, I raise a dilemma concerning the integration of content and language. While there are clear political and theoretical arguments calling for an inseparable integration, there is also a common practice to separate content and language as distinct entities for various pedagogical and analytical purposes. In revolving this conundrum, I suggest a way forward is to consider the differences in the various roles of language (discursive/cognitive/linguistic vs. semiotic/epistemic/affective) or the levels of language involved (lexicogrammar vs. text/genre).

scholarly journals Cultural Mismatches in the Multicultural Science Classroom

2020 ◽  
Vol 4 (1) ◽  
pp. 127-142
Author(s):  
Rajendra Joshi ◽  
Maame Adwoa Brantuo ◽  
Elizabeth Schutt ◽  
Herb Fynewever
Keyword(s):  
Survey Data ◽  
Teaching And Learning ◽  
Science Classroom ◽  
Student Body ◽  
Science Classrooms ◽  
Cultural Expectations ◽  
University Science ◽  
Published Research

The student body in university science classrooms is increasingly diverse demographically (NCES, 1995; 2015); and this change brings with it an increased chance of mismatch between professor’s expectations and students’ behaviors. Being aware of how cultural expectations influence teaching and learning is the first step in understanding and overcoming these mismatches in order to help all students succeed. Drawing from published research as well as interview and survey data, we highlight ways for professors to create an atmosphere of belonging (Walton & Cohen, 2011) and an appreciation of people from all cultures (Museus et al., 2017).

scholarly journals Science Teachers’ Perception About Laboratory Activity on Mixture Separation Topics

2019 ◽  
Vol 11 (2) ◽  
pp. 94
Author(s):  
Reni Meidayanti
Keyword(s):  
Survey Research ◽  
Science Teachers ◽  
Science Classroom ◽  
Lesson Plan ◽  
Seventh Grade ◽  
Science Classrooms ◽  
Laboratory Activity ◽  
Teachers Perceptions ◽  
Practice Schedules ◽  
Mixture Separation

The design of this research is survey research. This study aimed to explore seventh-grade science teachers’ perception of laboratory activity on mixture separation topics and match them with available evidence from learning document. The sample comprised 10 seventh grade science teachers, purposively sampled from seventeen teachers. Questionnaires and interview guidelines were used to collect data. The results show that while teachers’ perceptions of mixture separation topics in science classrooms are inadequate. Caused, there was a mismatch between teachers’ perceptions, learning document, and what was taking place in the science classroom. The study may inform teachers’ performance in teaching mixture separation topics in science. It is recommended that teacher on learning should be used to practice worksheet and assessment of laboratory activity, as most of the teachers do not record marks regularly for laboratory activity. Furthermore, laboratory activity prepared by the teacher should be arranged in a lesson plan and practice schedules.

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