EXPLORING TEACHER CONTRIBUTIONS TO STUDENT ARGUMENTATION QUALITY

The purpose of this study was to improve our understanding of how experienced teachers contribute to student argumentation quality during classroom inquiry dialogue. Analysis of discussion transcripts, teacher interviews, and shared review of discussion video identified a set of seven teacher moves...

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Bibliographic Details
Published in:Studia paedagogica (Brno) 2019-01, Vol.24 (4), p.173-198
Main Author: Oyler, Joe
Format: Article
Language:English
Subjects:
Classrooms
Cognition & reasoning
Cognitive Development
Collaboration
Learning
Learning Theories
Philosophy
Quality
Researchers
Students
Teachers
Teaching
Teaching Methods
Theory
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Summary:The purpose of this study was to improve our understanding of how experienced teachers contribute to student argumentation quality during classroom inquiry dialogue. Analysis of discussion transcripts, teacher interviews, and shared review of discussion video identified a set of seven teacher moves used by three experienced teachers in support of student argumentation. Analysis further suggested the moves were enlisted to serve two primary purposes - to clarify the process and the product of the inquiry dialogue.
ISSN:1803-7437
2336-4521
DOI:10.3817/SP2019-4-8