An Analysis of Argumentation Discourse Patterns in Elementary Teachers’ Science Classroom Discussions

Abstract

This multiple case study investigated how six elementary teachers’ argumentation discourse patterns related to students’ discussions in the science classroom. Four categories of classroom characteristics emerged through the analysis of the teachers’ transcripts and recorded class periods: Structure of teacher and student argumentation, directionality, movement, and structure of student talk. Results showed that the differences between the teachers’ discourse patterns were related to their modified reformed teaching observation protocol (RTOP) scores and to how the interaction of those differences affected student learning. Teachers with high RTOP scores were more likely to challenge their students’ claims, explanations, and defenses and to provide less guidance and more waiting time for their students’ responses than teachers with medium- and low-level RTOP scores. Students in the high-level teachers’ classes challenged, defended, rejected, and supported each other’s ideas with evidence and required less guidance than students in the medium-level and low-level teachers’ classes.

Keywords:

• Discourse pattern
• Inquriy
• Argumentation
• Elementary teachers

Acknowledgments

The research reported here was supported by the Institute of Education Sciences, US Department of Education, through Grant R305A090094 to the University of Iowa. The opinions expressed are those of the authors and do not represent views of the Institute or the US Department of Education. The authors express their appreciation to Jay Harding for his assistance in manuscript preparation.