Missed Opportunities for Science Learning: Unacknowledged Unscientific Arguments in Asynchronous Online and Face-to-Face Discussions

We explored the scientific argumentation that occurs among university biology students during an argumentation task implemented in two environments: face-to-face in a classroom and online in an asynchronous discussion. We observed 10 student groups, each composed of three students. Our analysis focu...

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Bibliographic Details
Published in:Journal of science education and technology 2018-02, Vol.27 (1), p.86-98
Main Authors: Callis-Duehl, Kristine, Idsardi, Robert, Humphrey, Eve A., Gougis, Rebekka Darner
Format: Article
Language:English
Subjects:
Asynchronous Communication
Biology
College Students
Comparative Analysis
Computer Mediated Communication
Conventional Instruction
Discourse Analysis
Education
Educational Technology
Epistemology
Internet
Interpersonal Communication
Learner Engagement
Persuasive Discourse
Science Education
Science Instruction
Science Process Skills
Social Distance
Students
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Summary:We explored the scientific argumentation that occurs among university biology students during an argumentation task implemented in two environments: face-to-face in a classroom and online in an asynchronous discussion. We observed 10 student groups, each composed of three students. Our analysis focused on how students respond to their peers' unscientific arguments, which we define as assertions, hypotheses, propositions, or explanations that are inaccurate or incomplete from a scientific perspective. Unscientific arguments provide opportunities for productive dissent, scientific argumentation, and conceptual development of scientifically desirable conceptions. We found that students did not respond to the majority of unscientific arguments in both environments. Challenges to unscientific arguments were expressed as a question or through explanation, although the latter was more common online than face-to-face. Students demonstrated significantly more epistemic distancing in the face-to-face environment than the online environment. We discuss the differences in discourse observed in both environments and teaching implications. We also provide direction for future research seeking to address the challenges of engaging students in productive scientific argumentation in both face-to-face and online environments.
ISSN:1059-0145
1573-1839
DOI:10.1007/s10956-017-9710-4