Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments

Ying-Chih Chen, Soonhye Park, Brian Hand

Research output: Contribution to journalArticle

27 Scopus citations

Abstract

ABSTRACT: This study developed an analytic framework consisting of four patterns of talk and writing that can support students' engagement in construction and critique: Talk only, writing only, use of talk and writing in sequence, and use of talk and writing simultaneously. This study aimed to examine how each pattern supports students' development of scientific knowledge through the construction and critique of arguments and what cognitive functions are associated with each pattern. To trace students' knowledge development over time using the four patterns, three students were selected as target subjects. Data were analyzed using two approaches: (1) in-depth analysis of a Knowledge Development Trajectory and (2) constant comparative method. This study highlights elementary students' capability of engaging in argumentation that promotes their scientific knowledge development when provided with proper opportunities, facilitation, and time to recognize that talk and writing can be used as epistemic tools for both constructing and critiquing arguments.

Original languageEnglish (US)
Pages (from-to)100-147
Number of pages48
JournalCognition and Instruction
Volume34
Issue number2
DOIs
StatePublished - Apr 2 2016

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology
  • Experimental and Cognitive Psychology
  • Education

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