Curriculum materials support teachers in the promotion of argumentation in science teaching: A case study

被引：15

作者：

Larrain, Antonia ^{[1
]}

Moreno, Consuelo ^{[1
]}

Grau, Valeska ^{[2
]}

Freire, Paulina ^{[1
]}

Salvat, Ignacia ^{[1
]}

Lopez, Patricia ^{[1
]}

Silva, Maximiliano ^{[1
]}

机构：

[1] Univ Alberto Hurtado, Santiago, Chile

[2] Pontificia Univ Catolica Chile, Santiago, Chile

来源：

TEACHING AND TEACHER EDUCATION | 2017年 / 67卷

关键词：

Classroom argumentation; Professional development; Curriculum material; Scaffolding; Science teaching; PROFESSIONAL-DEVELOPMENT; SCIENTIFIC ARGUMENTATION; MATHEMATICS TEXTBOOK; REFLECTIVE PRACTICE; CLASSROOM TALK; DISCOURSE; KNOWLEDGE; STUDENTS; IMPACT; IMPROVEMENT;

D O I：

10.1016/j.tate.2017.07.018

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This case study set out to explore the potential of curriculum materials to scaffold classroom argumentation in a primary-school science classroom in Chile. One teacher and thirty students participated in the study. The teacher was given curriculum materials especially designed to foster argumentation during the teaching of physics. Lessons were videotaped and classroom discourse analysed. The analyses show that the teacher was progressively able to promote argumentation, both in whole-class and group work interactions, from lesson 1: argumentative interactions were increasingly responsive and engaging, and the teacher's group supervision was progressively argumentatively oriented. The implications for professional development are discussed herein. (C) 2017 Elsevier Ltd. All rights reserved.

引用

页码：522 / 537

页数：16

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