‘Does it answer the question or is it French fries?’: an exploration of language supports for scientific argumentation

ABSTRACT

Reform initiatives around the world are reconceptualising science education by stressing student engagement in science practices. Yet, science practices are language-intensive, requiring students to have strong receptive and productive language proficiencies. It is critical to address these rigorous language demands to ensure equitable learning opportunities for all students, including English language learners (ELLs). Little research has examined how to specifically support ELL students’ engagement in science practices, such as argumentation. Using case-study methodology, we examined one middle school science teacher's instructional strategies as she taught an argumentation-focused curriculum in a self-contained ELL classroom. Findings revealed that three trends characterized the teacher’s language supports for the structural and dialogic components of argumentation: (1) more language supports focused on argument structure, (2) dialogic interactions were most often facilitated by productive language supports, and (3) some language supports offered a rationale for argumentation. Findings suggest a need to identify and develop supports for the dialogic aspects of argumentation. Furthermore, engaging students in argumentation through productive language functions could be leveraged to support dialogic interactions. Lastly, our work points to the need for language supports that make the rationale for argumentation explicit since such transparency could further increase access for all students.     

Developing ‘Butterfly Warriors’: a Case Study of Science for Citizenship

Given worldwide concern about a decline in student engagement in school science and an increasing call for science for citizenship in New Zealand Curriculum, this study focused on a butterfly unit that investigated how students in a year-4 primary classroom learnt about New Zealand butterflies through thinking, talking, and acting as citizen scientists. The butterfly unit included five lessons. The researchers observed the lessons and interviewed students and the classroom teacher. The students completed a unit evaluation survey after the unit. Findings indicate that the students enjoyed and were interested in activities such as reading about butterflies, learning and using new vocabulary, drawing butterfly life cycles, as well as hunting, tagging and releasing butterflies and publishing the data they had collected on a dedicated website. Through their participation in the unit, students had opportunities to act locally and globally, and to ‘see themselves’ in science through ‘being there’ experience. Units like this have the potential to develop students’ interest for longer-term engagement in science, even those students who may never envision themselves as professional scientists.     

Classroom,Home and Peer Environment Influences on Student Outcomes in Science and Mathematics: An analysis of systemic reform data

Using secondary analysis of a large database from a Statewide Systemic Initiative, we examined the effects of several types of environments on student outcomes. Over 3 years, nearly 7,000 students in 392 classes in 200 different schools responded to a questionnaire that assesses class, home, and peer environments as well as student attitudes. Students also completed an achievement measure that, developed by scientists, teachers, and science educators, was not aligned with any particular curriculum. Students were enrolled in middle‐school science and mathematics classes in schools that had participated in the Statewide Systemic Initiative. Rasch analyses allowed us to compare across student cohorts and across schools. Findings confirmed the importance of extending research on classroom learning environments to include the learning environments of the home and the peer group. Although all three environments accounted for statistically significant amounts of unique variance in student attitudes, only the class environment (defined in terms of the frequency of use of standards‐based teaching practices) accounted for statistically significant amounts of unique variance in student achievement scores. The findings are supported by other studies of systemic reform in the United States.     

Designing and implementing peer formative feedback within online learning environments

With increasing need to achieve appropriate balance between learning support and self-regulation within the context of online learning, formative feedback has been identified as a viable means to achieve meaningful engagement. Specifically, this study sought to establish how peer–peer formative feedback was facilitated in an online course and to what extent this engaged students in meaningful learning experiences. This case study entailed an in-depth investigation into the design and implementation of an online course in a New Zealand university. The studied course was part of a postgraduate programme in continuing (in-service) teacher education. The study adopted a case study methodology with a bias on qualitative techniques. Online observations, analysis of the archived course discourse and interviews were utilised as sources of data. The data from multiple sources were subsequently triangulated to corroborate the evidence. The findings indicate that peer formative feedback promoted active learners’ participation and meaningful engagement. The findings further showed that opportunities for dialogic peer formative feedback promoted learning support and self-regulation.     

Development and Validation of an Instrument to Measure Students’ Motivation and Self‐Regulation in Science Learning

Students’ motivational beliefs and self‐regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success. This article reports the development and validation of an instrument to measure salient factors related to the motivation and self‐regulation of students in lower secondary science classrooms. The development of the instrument involved identifying key determinants of students’ motivation and self‐regulation in science learning based on theoretical and research underpinnings. Once the instrument was developed, a pilot study involving 52 students from two Grade 8 science classes was undertaken. Quantitative data were collected from 1,360 students in 78 classes across Grades 8, 9, and 10, in addition to in‐depth qualitative information gathered from 10 experienced science teachers and 12 Grade 8 students. Analyses of the data suggest that the survey has strong construct validity when used with lower secondary students. This survey could be practically valuable as a tool for gathering information that may guide classroom teachers in refocusing their teaching practices and help to evaluate the effectiveness of intervention programmes.     

Adolescents’ interest experience in daily life in and across family and peer contexts

This study examined daily experiences of interest in and across the social contexts of family and in- and out-of-school peers. Forty-two Dutch adolescents, aged 13–15 years, provided us with 2 weeks of experience sampling data on their engagement in interesting topics and activities throughout their daily lives. Findings show that adolescent daily life included a diverse range of parallel interests. School-related interests made up a substantial part of adolescents’ daily lives, challenging the idea of mere disengagement of secondary school students in academics. Findings also show that some interests are strongly bound to a specific context, while others appear across family and peer contexts. This indicates how multiple contexts can simultaneously feed interests, something that calls for further across-context research of interest development.

     

Balancing supportive relationships and developing independence: an activity theory approach to understanding feedback in context for master’s students

Abstract

Master’s students are expected to be self-regulating and independent learners. Dialogic feedback has been identified as one way of promoting such independence. There continues to be concern about the extent to which master’s students are achieving this level of functioning. This study aimed to identify feedback practices and contexts which facilitated student engagement and independence. Working with students as co-researchers, interviews were conducted with 27 master’s students from three programmes. Activity theory was used as an analytical tool to generate understanding of feedback in the social context of each programme. Findings indicate there can be tension between factors which promote dialogical feedback and those which promote independence, and that active dialogic feedback with staff may limit student engagement with peer feedback.     

Classroom Use of Multimedia-Supported Predict–Observe–Explain Tasks in a Social Constructivist Learning Environment

This paper focuses on the use of multimedia-based predict–observe–explain (POE) tasks to facilitate small group learning conversations. Although the tasks were given to pairs of students as a diagnostic tool to elicit their pre-instructional physics conceptions, they also provided a peer learning opportunity for students. The study adopted a social constructivist perspective to analyse and interpret the students conversations, focussing on students articulation and justification of their own science conceptions, clarification of and critical reflection on their partners views, and negotiation of new, shared meanings. Two senior science classes participated in this interpretive study. Data sources were mainly qualitative and included audio and video recordings of students small group discussions at the computer, interviews with selected students and their teachers, classroom observations, and student surveys. Findings indicate that the computer-based POE tasks supported students peer learning conversations, particularly during the prediction, reasoning and observation stages of the POE strategy. The increased level of student control of the POE tasks, combined with the multimedia nature of the program, initiated quality peer discussions. The findings have implications for authentic, technology-mediated learning in science.     

Exploring the pedagogical features of integrating essential competencies of scientific inquiry in classroom teaching

ABSTRACT

Background: As inquiry-based instruction is not universally implemented in science classrooms, it is crucial to introduce instructional strategies through the use of contextualized learning activities to allow students with different background knowledge and abilities to learn the essential competencies of scientific inquiry and promote their emotional perception and engagement.

Purpose: This study explores how essential scientific competencies of inquiry can be integrated into classroom teaching practices and investigates both typical and gifted secondary students’ emotional perception and engagement in learning activities.

Sample: A case teacher along with 226 typical and 18 gifted students from a suburban secondary school at Taiwan participated in this study.

Design and methods: After attending twelve 3-hour professional development workshops that focused on scientific inquiry teaching, the case teacher voluntarily developed and elaborated her own teaching activities through the discussions and feedback that she received from workshop participants and science educators. Quantitative and qualitative data were collected through activity worksheet, questionnaire, video camera, and tape recorders. Frequency distribution, Mann-Whitney U test, and discourse analysis were used for data analyses.

Results: Case teacher’s teaching activities provide contextual investigations that allow students to practice making hypotheses, planning investigations, and presenting and evaluating findings. Students’ learning outcomes reveal that typical students can engage in inquiry-based learning with positive emotional perception as well as gifted students regardless of their ability level. Both gifted and typical students’ positive emotional perception of and active engagement in learning provide fresh insight into feasible instructions for teachers who are interested in inquiry-based teaching but have little available time to implement such instructions into their classrooms.

Conclusions: The results of our work begin to address the critical issues of inquiry-based teaching by providing an exemplary teaching unit encompassing essential scientific competencies     

Using a Dialogical Approach to Examine Peer Feedback During Chemistry Investigative Task Discussion

Peer feedback is an inherent feature of classroom collaborative learning. Students invariably turn to their peers for feedback when carrying out an investigative task, and this feedback is usually implicit, unstructured and may positively or negatively influence students’ learning when they work on a task. This study explored the characteristics of verbal peer feedback during a collaborative investigative chemistry task involving New Zealand Year 13 students. During the planning stage of the students’ investigation, the discussions of five pairs of students were recorded and then transcribed. Analysis of transcribed verbal data focused on interactions that involved peer feedback along two dimensions, interactive/non-interactive and dialogic/authoritative (Mortimer and Scott, 2003). The findings indicated that although students adopted a predominantly interactive/authoritative communicative approach, with peer feedback as confirmation or evaluation, they are also capable of a more interactive/dialogic exchange, characterised by elaborative peer feedback. We discuss how this dialogic perspective on peer feedback provides an alternative approach to the analysis and study of student–student interactions during science investigations. The findings should be interpreted in light of the limitations in terms of sample size, grouping and specificity of the coding scheme. Implications for teacher practice are discussed in relation to facilitating peer feedback discourse in the science classroom.     

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

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     

Dialogic teaching and students’ discursive identity negotiation in the learning of science

This study sought to understand how dialogic teaching, as enacted in everyday classroom interaction, affords students opportunities for identity negotiation as learners of science. By drawing on sociocultural and sociolinguistic accounts, the study examined how students’ discursive identities were managed and recognized in the moment and over time during dialogic teaching and what consequences these negotiations had for their engagement in science learning. The study used video data of classroom interactions collected from an elementary science learning project and placed a specific analytic focus on four students in particular. The results reveal evidence of a rich variety of discursive identities exposed during dialogic teaching, thus demonstrating how the students’ identity negotiations were configured according to the social architecture of classroom discourse. Addressing the temporal dimension of dialogic teaching points out critical shifts in the students’ discursive identities, of which identification is argued to be pivotal when creating equitable science learning opportunities.     

The Challenge of Quantum Physics Problems with Self-Metacognitive Questioning

Pre-service science teachers learn about metacognitive knowledge theoretically in their pedagogy courses; however, teaching practice in science classes reveals the theory–practice gap in their metacognitive knowledge, which has practical importance for prospective teachers. This paper reports on an experiment conducted to investigate the influence of self-metacognitive questioning for non-routine quantum physics problems on pre-service science teachers’ attitudes towards a quantum physics course. Pre-service teacher participants in the experimental and control groups were taught the subjects of quantum physics for 14 weeks, but only those in the experimental group were guided by self-metacognitive questioning during their engagement of non-routine problem-solving as a treatment process. The results indicate that self-metacognitive questioning for non-routine quantum physics problems creates a statistical effect favouring the experimental group students’ attitudes towards the quantum physics course. However, the positive change in the control group is explained by the postulates of the Elaboration Likelihood Model (ELM) of persuasion.

     

Classroom Discourse as a Tool to Enhance Formative Assessment and Practise in Science

This study details an innovative approach to coordinating and enhancing multiple levels of assessment and discursive feedback around an existing multi‐media curricular environment called Astronomy Village^®. As part of a broader design‐based research programme, the study analysed small group interactions in feedback activities across two design cycles. The goal of this analysis is to develop an understanding of the ways that a situative approach to assessment and practise supports learning. Findings demonstrate ways that student and teacher engagement in collaborative activities support and constrain meaningful understanding, which we consider in terms of a trajectory of participation in and across conversations and written assessments, as well as individual learning gains on formal classroom examinations and standards‐oriented external tests. Analyses of complementary formulations of domain concepts—discourse practises and assessment performance—suggest that participation in social forms of scientific engagement supports both learning and subsequent performance in more formal contexts. We suggest design principles for integrating the formative functions of discursive feedback with the summative functions of traditional assessment, through participation in different forms of science discourse(s).     

The effect of interactive engagement teaching on student understanding of introductory physics at the faculty of engineering,University of Surabaya,Indonesia

This study investigates the effect of a teaching method consisting of peer instruction, worksheets utilization, constructivist classroom dialogue and in‐class demonstration. These teaching elements are intended to promote the interactive engagement of first year undergraduate students in an introductory physics course. The conceptual understanding of students in the experimental classes was better than that of students in the control classes which received traditional lecturing. The students in the experimental classes expressed positive responses towards the activities conducted to involve them actively in the learning process. It is also revealed that students still possess a traditional paradigm of teaching–learning. Several suggestions are presented to improve the implementation of this teaching method.     

Investigating the Effectiveness of Inquiry Instruction on the Motivation of Different Learning Styles Students

The purpose of this study was to investigate 8th graders with different learning styles their motivation outcomes after implementing 10 weeks (40 hours) inquiry-based teaching. Two hundreds and fifty four 8th graders were involved in experimental group, this group of students experienced inquiry instruction. Two hundreds and thirty two 8th graders were involved in control group, they were taught by traditional science teaching. Students' motivation toward science learning questionnaire (SMTSL) (Tuan, Chin & Shieh, 2005) were implemented in both groups in the beginning and at the end of the study. Students in the experimental group filled out learning preference questionnaire (Lumsdaine & Lumsdaine, 1995) in the beginning of the study. Forty students which represent different learning styles were chosen from five experimental classes to conduct post-test interview. Paired t-test, MANOVA, analytic inductive methods were used for analyzing both qualitative and quantitative data. Findings indicated that after inquiry instruction students' motivation increased significantly (p<.001) than students who enrolled in traditional teaching. Four different learning styles of students increased significantly (p<.005) in SMTSL scales: self-efficacy, active learning strategies, science learning value, performance goal and achievement goal. No significant difference was found among four learning styles of students' motivation after inquiry teaching. Interview data supported that most of students with different learning styles were willing to participate in the inquiry learning activities, while they hold different reasons for their engagement. Findings confirm inquiry-based science teaching can motivate students with different learning styles in science learning. An erratum to this article is available at .     

“What the Real World in Schools is Like”: Urban Youth in Dialogue About Educational Inequality

This article examines the emergence of a dialogue among urban youth about their educational condition, and the opportunities for learning and collaboration that ensue. The study is based on observations and interviews with eight students in a community-based program that supports the engagement of young people in school reform. Notably, the membership includes youth enrolled in both urban and suburban high schools. Findings reveal that the students capitalized on their dialogic inquiry process by constructing knowledge of educational disparity and forging coalitions across district lines. Implications include the possibilities for structuring and supporting students’ social inquiry, and the potential for diverse, student-led dialogues to advance the cause of educational equality.     

Nonresponse in Survey Research as a Function of Psychological Characteristics and Time of Response

The increasing use of simulation and other role playing activities as teaching devices prompted this study. It was designed to evaluate changes in cognitive learning and attitudes that could be attributed to participation in a simulation unit. Two junior college political science classes (N = 67) were used for the study. Treatment was randomly assigned. The simulation group participated in a 4-hour unit; the control group received instruction in a “lecture-question-answer” manner.

There was no statistically significant difference in cognitive learning between students in the simulation group and students taught by the “lecture-question-answer” method. Within the limitations of the study design, the analyses showed that simulation produced desirable attitudes and resulted in polarization of feelings toward government.     

Students’ perceptions of learning about qualitative inquiry in online contexts

ABSTRACT

This paper reports findings from a 2-year study of online coursework in a graduate certificate program in qualitative research methods in the USA. Thirty-four interviews with students enrolled in coursework offered over a 2-year period were analyzed to explore their perceptions of engagement with the course content and one another. Findings are related to student perceptions of their learning to (1) value the course design and structure, (2) make authentic connections in the absence of physical proximity, and (3) appreciate feedback from others.

These themes are considered in light of principles of qualitative pedagogy outlined by scholars of qualitative methods, and the community of inquiry (CoI) model, in which social, cognitive, and teacher presence support student learning. Findings provide insight into the processes by which students’ engagement with course content and interactions with instructor and peers contribute to the development of a CoI involving cognitive, social, and teacher presence. Although the learning context described in this study pertains to teaching graduate-level qualitative research methods, findings are relevant to teachers of other subject areas.     

Promoting Success in High School World History: Peer Tutoring Versus Guided Notes

The purpose of this investigation was to compare qualitative and quantitative outcomes associated with peer tutoring versus teacher–directed guided notes in world history for secondary–level students with mild disabilities. Sixteen students with mild disabilities (15 of whom had learning disabilities) participated in a nine–week quarter of one of the two instructional conditions. The same special education teachers taught students during world history classes. Measures included pre– and posttests of reading fluency, comprehension strategies, and content tests, including end–of–chapter tests, cumulative–delayed–recall tests, and a delayed–recall end–of–year final exam covering the entire academic year. In addition, qualitative procedures were employed, including interviews of teachers and students regarding their instructional preferences. Findings indicated that students who participated in peer tutoring significantly outperformed those who participated in the guided–notes condition on content–area tests. No significant differences were obtained on oral–reading–fluency measures, but students in the tutoring condition performed significantly better at using a reading comprehension summarization strategy independently, and at remembering the strategy steps. Results of student interviews suggested that students responded positively overall to tutoring and guided notes, and provided specific relevant insights on each procedure. Students in the tutoring condition indicated that the time spent tutoring felt like one of the shortest academic quarters for them. Findings are discussed with respect to both benefits and challenges associated with implementing peer tutoring in high school special education content–area classes.