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 language | English (US) |
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Pages (from-to) | 1479-1480 |
Number of pages | 2 |
Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
Volume | 3 |
Issue number | 2018-June |
State | Published - 2018 |
Event | 13th 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 2018 → Jun 27 2018 |
Keywords
- Argumentation
- Epistemic engagement
- Inquiry
- Social negotiation
- Uncertainty
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education