Uncertainty management in science argumentation

Catherine E. Cullicott, Ying-Chih Chen

Research output: Contribution to journalConference article

Abstract

The purpose of this study is to investigate how an experienced 5th grade teacher helps students approach and manage uncertainty during scientific argumentation. Transcripts of nineteen lessons over the course of the school year were analyzed using the constant comparative method and the enumerative approach and were coded for social negotiation and epistemic engagement of an argument. Results include that over time the dialogic move gradually shifted from teacher-directed to a more student-directed pathway.

Original languageEnglish (US)
Pages (from-to)1479-1480
Number of pages2
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume3
Issue number2018-June
StatePublished - Jan 1 2018
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018

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argumentation
uncertainty
Students
teacher
science
management
student
school grade
school
Uncertainty
time

Keywords

  • Argumentation
  • Epistemic engagement
  • Inquiry
  • Social negotiation
  • Uncertainty

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Cite this

Uncertainty management in science argumentation. / Cullicott, Catherine E.; Chen, Ying-Chih.

In: Proceedings of International Conference of the Learning Sciences, ICLS, Vol. 3, No. 2018-June, 01.01.2018, p. 1479-1480.

Research output: Contribution to journalConference article

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