Argumentation in Whole-Class Teaching and Science Learning

Peers discussion of contradictory ideas has been proven to promote students learning. Some empirical evidence suggests that whole-class argumentation has similar benefits, but there is no clarity yet on whether discussion accounts for this effect. This study aimed at testing the effects of differe...

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Autores principales:	Larrain,Antonia, Howe,Christine, Cerda,Julieta
Lenguaje:	English
Publicado:	Pontificia Universidad Católica de Chile 2014
Materias:	argumentation science learning discussion dialogic teaching effective teaching
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-22282014000200005
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spelling	oai:scielo:S0718-222820140002000052016-10-24Argumentation in Whole-Class Teaching and Science LearningLarrain,AntoniaHowe,ChristineCerda,Julieta argumentation science learning discussion dialogic teaching effective teaching Peers discussion of contradictory ideas has been proven to promote students learning. Some empirical evidence suggests that whole-class argumentation has similar benefits, but there is no clarity yet on whether discussion accounts for this effect. This study aimed at testing the effects of different aspects of whole-class argumentation on science learning. A non-probabilistic sample of 220 students (aged 10 to 11 years) from 18 public schools in Santiago, Chile, participated in the study. Eleven teachers delivered lessons according to a teaching programme especially developed to foster argumentation (intervention group) and 7 teachers delivered lessons in their usual way (control group). Students were assessed individually using pre- and post-measures of learning, argumentative skills and attitudes toward science. The two formers were tests and the latter was a questionnaire. Lessons were videotaped. Factorial analysis and linear regression were conducted. Results showed that 2 factors predict a portion of the variance on learning: one factor composed of justificatory utterances and the other of students counter-arguments. These results suggest that contradiction among peers is not the only aspect of classroom argumentation that prompts learning.info:eu-repo/semantics/openAccessPontificia Universidad Católica de ChilePsykhe (Santiago) v.23 n.2 20142014-11-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-22282014000200005en10.7764/psykhe.23.2.712
institution	Scielo Chile
collection	Scielo Chile
language	English
topic	argumentation science learning discussion dialogic teaching effective teaching
spellingShingle	argumentation science learning discussion dialogic teaching effective teaching Larrain,Antonia Howe,Christine Cerda,Julieta Argumentation in Whole-Class Teaching and Science Learning
description	Peers discussion of contradictory ideas has been proven to promote students learning. Some empirical evidence suggests that whole-class argumentation has similar benefits, but there is no clarity yet on whether discussion accounts for this effect. This study aimed at testing the effects of different aspects of whole-class argumentation on science learning. A non-probabilistic sample of 220 students (aged 10 to 11 years) from 18 public schools in Santiago, Chile, participated in the study. Eleven teachers delivered lessons according to a teaching programme especially developed to foster argumentation (intervention group) and 7 teachers delivered lessons in their usual way (control group). Students were assessed individually using pre- and post-measures of learning, argumentative skills and attitudes toward science. The two formers were tests and the latter was a questionnaire. Lessons were videotaped. Factorial analysis and linear regression were conducted. Results showed that 2 factors predict a portion of the variance on learning: one factor composed of justificatory utterances and the other of students counter-arguments. These results suggest that contradiction among peers is not the only aspect of classroom argumentation that prompts learning.
author	Larrain,Antonia Howe,Christine Cerda,Julieta
author_facet	Larrain,Antonia Howe,Christine Cerda,Julieta
author_sort	Larrain,Antonia
title	Argumentation in Whole-Class Teaching and Science Learning
title_short	Argumentation in Whole-Class Teaching and Science Learning
title_full	Argumentation in Whole-Class Teaching and Science Learning
title_fullStr	Argumentation in Whole-Class Teaching and Science Learning
title_full_unstemmed	Argumentation in Whole-Class Teaching and Science Learning
title_sort	argumentation in whole-class teaching and science learning
publisher	Pontificia Universidad Católica de Chile
publishDate	2014
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-22282014000200005
work_keys_str_mv	AT larrainantonia argumentationinwholeclassteachingandsciencelearning AT howechristine argumentationinwholeclassteachingandsciencelearning AT cerdajulieta argumentationinwholeclassteachingandsciencelearning
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Argumentation in Whole-Class Teaching and Science Learning

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