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

References

• BarnesDFrom communication to curriculum1976LondonPenguin Books
   Google Scholar
• BrittonJPradlGMTalkingProspect and retrospect: Selected essays of James Britton1982Montclair, NJBoynton/Cook112122
   Google Scholar
• BrunerJActual minds, possible worlds1986Cambridge, MAHarvard University Press
   Google Scholar
• CavagnettoARArgument to Foster scientific literacy a review of argument interventions in K-12 science contextsReview of Educational Research20108033637110.3102/0034654310376953
   Web of Science ®Google Scholar
• CavagnettoAHandBMNorton-MeierLThe nature of elementary student science discourse in the context of the science writing heuristic approachInternational Journal of Science Education20103242744910.1080/09500690802627277
   Web of Science ®Google Scholar
• CazdenCBClassroom discourse: The language of teaching and learning20012Portsmouth, NHHeinemann
   Google Scholar
• Chen, Y.-C. (2011). Examining the integration of talk and writing for student knowledge construction through argumentation. (Doctoral dissertation). University of Iowa. http://ir.uiowa.edu/etd/1129
   Google Scholar
• CorsonDOral language across the curriculum1988ClevedonMultilingual Matters
   Google Scholar
• CrawfordTWhat counts as knowing: Constructing a communicative repertoire for student demonstration of knowledge in scienceJournal of Research in Science Teaching20054213916510.1002/tea.20047
   Web of Science ®Google Scholar
• DriverRNewtonPOsborneJEstablishing the norms of argumentation in classroomsScience Education20008428731210.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A
   Web of Science ®Google Scholar
• DuschlRASchweingruberHAShouseAWTaking science to school: Learning and teaching science in grades K-82007Washington, DCNational Academy Press
   Google Scholar
• Erduran, S., & Osborne, J. (2005). Developing arguments. In S. Alsop, L. Bencze, & E. Pedretti (Eds.), Analyzing exemplary science teaching: Theoretical lenses and a spectrum of possibilities for practice. Buckingham: Open University Press.
   Google Scholar
• ErduranSSimonSOsborneJTapping into argumentation: Developments in the application of Toulmin’s argument pattern for studying science discourseScience Education20048891593310.1002/sce.20012
   Web of Science ®Google Scholar
• FordMDisciplinary authority and accountability in scientific practice and learningScience Education20089240442310.1002/sce.20263
   Web of Science ®Google Scholar
• HandBVaughanPCarolynWInfluences of writing tasks on students’ answers to recall and higher-level test questionsResearch in Science Education200232193410.1023/A:1015098605498
   Web of Science ®Google Scholar
• HerrenkohlLRPalincsarASDeWaterLSKawasakiKDeveloping scientific communities in classrooms: A sociocognitive approachJournal of the Learning Sciences1999845149310.1080/10508406.1999.9672076
   Web of Science ®Google Scholar
• Jiménez-AleixandreMPErduranSErduranSJimenez-AleixandreMPArgumentation in science education: An overviewArgumentation in science education: Perspectives from classroom-based research2008DordrechtSpringer328
   Google Scholar
• Kuhn, L., & Reiser, B. J. (2006). Structuring activities to foster argumentative discourse. Paper presented at the American Educational Research Association, San Francisco, CA.
   Google Scholar
• LehrerRSchaubleLDamonWLernerRMRenningerKASigelIEScientific thinking and science literacy: Supporting development in learning in contextsHandbook of child psychology20066Hoboken, NJWiley153196
   Google Scholar
• LemkeJTalking science: Language, learning, and values1990Norwood, NJAblex
   Google Scholar
• MartinAMHandBFactors affecting the implementation of argument in the elementary science classroom. A longitudinal case studyResearch in Science Education.200939173810.1007/s11165-007-9072-7
   Web of Science ®Google Scholar
• McNeillKLPimentelDSScientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentationScience Education201094203229
   Web of Science ®Google Scholar
• National science education standards1996Washington, DCNational Academy Press
   Google Scholar
• NewtonPDriverROsborneJThe place of argumentation in the pedagogy of school scienceInternational Journal of Science Education19992155357610.1080/095006999290570
   Web of Science ®Google Scholar
• PeaRDLearning scientific concepts through material and social activities: Conversational analysis meets conceptual changeEducational Psychologist19932826527710.1207/s15326985ep2803_6
   Web of Science ®Google Scholar
• PolmanJLPeaRDTransformative communication as a cultural tool for guiding inquiry scienceScience Education20018522323810.1002/sce.1007
   Web of Science ®Google Scholar
• PontecorvoCDiscussing for reasoning: The role of argument in knowledge constructionLearning and Instruction: European Research in an International Context19871239250
   Google Scholar
• PrawatRSThe value of ideas: Problems versus possibilities in learningEducational Researcher19932251610.3102/0013189X022006005
   Google Scholar
• RivardLPStrawSBThe effect of talk and writing on learning science: An exploratory studyScience Education20008456659310.1002/1098-237X(200009)84:5<566::AID-SCE2>3.0.CO;2-U
   Web of Science ®Google Scholar
• Roth, K. J., Druker, S. L., Garnier, H. E., Chen, C., Kawanaka, T., Rasmussen, D., ... Gallimore, R. (2006). Teaching science in five countries: Results from the TIMSS 1999 Videostudy. Statistical Analysis Report. Washington, DC: NCES-National Centre for Educational Statistics.
   Google Scholar
• SchoenfeldAHIdeas in the air: Speculations on small group learning, environmental and cultural influences on cognition, and epistemologyInternational Journal of Educational Research198913718810.1016/0883-0355(89)90017-7
   Google Scholar
• Schwarz, B. B., Neuman, Y., Gil, J., & Ilya, M. (2003). Construction of collective and individual knowledge in argumentative activity: An empirical study. The Journal of the Learning Science, 12, 221–258.
   Google Scholar
• ScottPHMortimerEFAguiarOGThe tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessonsScience Education20069060563110.1002/sce.20131
   Web of Science ®Google Scholar
• Suppe, F. (1998). The structure of a scientific paper. Philosophy of Science, 65, 381–405.
   Google Scholar
• TabakIBaumgartnerEThe teacher as partner: Exploring participant structures, symmetry, and identity work in scaffoldingCognition and Instruction20042239342910.1207/s1532690Xci2204_2
   Web of Science ®Google Scholar
• Weiss, I. R., Banilower, E. R., McMahon, K. C., & Smith, P. S. (2001). Report of the 2000 national survey of science and mathematics education. Chapel Hill, NC: Horizon Research.
   Google Scholar
• ZoharANemetFFostering students’ knowledge and argumentation skills through dilemmas in human geneticsJournal of Research in Science Teaching.200239356210.1002/tea.10008
   Web of Science ®Google Scholar