1,273
Views
79
CrossRef citations to date
0
Altmetric
RESEARCH REPORT

Mapping Children’s Discussions of Evidence in Science to Assess Collaboration and Argumentation

&
Pages 1817-1841 | Published online: 23 Feb 2007

References

  • Barron , B. 2003 . When smart groups fail . The Journal of the Learning Sciences , 12 (3) : 307 – 359 .
  • Bennett , N. and Cass , A. 1989 . The effects of group composition on group interactive processes and pupil understanding . British Educational Research Journal , 15 (1) : 19 – 32 .
  • Bruffee , K. A . 1995 . Sharing our toys: cooperative learning versus collaborative learning . Change , : 29 12 – 18 .
  • Chinn , C. A. and Anderson , R. C. 1998 . The structure of discussions that promote reasoning . Teachers College Record , 100 (2) : 315 – 368 .
  • Driver , R. , Leach , J. , Millar , R. and Scott , P. 1996 . Young people’s images of science , Bristol, England : Open University .
  • Driver , R. , Newton , P. and Osborne , J. 2000 . Establishing the norms of scientific argumentation in classrooms . Science Education , 84 (3) : 287 – 312 .
  • Dunphy , S. , Holden , P. and Ings , R. 1993 . Animal Wise. A teacher’s resource pack for Science, English and Mathematics , Horsham, , UK : RSPCA .
  • Duschl , R. 1990 . Restructuring science education , New York : Teachers College Press, Columbia University .
  • Erduran , S. , Simon , S. and Osborne , J. 2004 . TAPping into argumentation: Developments in the use of Toulmin’s Argument Pattern in studying science discourse . Science Education , 88 (6) : 915 – 933 .
  • Galton , M. , Simon , B. and Croll , P. 1980 . Inside the primary classroom , London : Routledge and Kegan Paul .
  • Gillies , R. M. 2003 . Structuring cooperative group work in classrooms . International Journal of Educational Research , 39 : 35 – 49 .
  • Herrenkohl , L. R. , Palinscar , A. S. , Water , L. S. D. and Kawasaki , K. 1999 . Developing scientific communities in classrooms: A sociocognitive approach . The Journal of the Learning Sciences , 8 (3&4) : 451 – 493 .
  • Hogan , K. and Maglienti , M. 2001 . Comparing the epistemological underpinnings of students’ and scientists’ reasoning about conclusions . Journal of Research in Science Teaching , 38 (6) : 663 – 687 .
  • Jarvis , T. 1993 . Teaching design and technology in the primary school , London : Routledge .
  • Jimenez‐Aleixandre , M. P. , Bugallo‐Rodriguez , A. and Duschl , R. 2000 . “Doing the lesson” or “Doing Science”: Argument in high school genetics . Science Education , 84 (6) : 757 – 792 .
  • Jimenez‐Aleixandre , M. P. and Pereiro‐Munaz , C. 2002 . Knowledge producers or knowledge consumers? Argumentation and decision making about environmental management . International Journal of Science Education , 24 : 1171 – 1190 .
  • Jimenez‐Aleixandre , M. P. and Pereiro‐Munaz , C. 2005 . “ Argument construction and change while working on a real environment problem ” . In Research and the quality of science education , Edited by: Boersma , K. , Goedhart , M. , De Jong , O. and Eijklhof , H. Dordrecht, , The Netherlands : Springer .
  • Johnson , D. W. and Johnson , F. P. 1997 . Joining together: group theory and group skills , Englewood Cliffs, NJ : Prentice Hall .
  • Kelly , G. , Drucker , S. and Chen , K. 1998 . Students’ reasoning about electricity: Combining performance assessment with argumentation analysis . International Journal of Science Education , 20 (7) : 849 – 871 .
  • Koslowski , B . 1996 . Theory and evidence , The MIT Press .
  • Kuhn , D. 1991 . The skills of argument , Cambridge, MA : MIT Press .
  • Kuhn , D. 1993 . Science as argument: Implications for thinking and learning scientific thinking . Science Education , 77 (3) : 319 – 337 .
  • Kuhn , D. , Amsel , E. and O’Loughlin , M. 1988 . The development of scientific thinking skills , Orlando, FL : Academic Press .
  • Leach , J. 1999 . Students’ understanding of the co‐ordination of theory and evidence in science . International Journal of Science Education , 21 (8) : 789 – 806 .
  • Lyle , S. 1993 . An investigation into ways in which children “talk themselves into meaning” . Language and Education , 7 (3) : 181 – 197 .
  • Maloney , J. F. 2005 . What’s the alternative? . Primary Science Review , 89 ( September/October ) : 14 – 16 .
  • Maloney , J. F. in press . Children’s roles and use of evidence in science: an analysis of decision‐making in small groups . British Educational Research Journal ,
  • Mercer , N. 1995 . The guided construction of knowledge , Clevedon, , UK : Multilingual Matters Ltd .
  • Mercer , N. 1996 . The quality of talk in children’s collaborative activity in the classroom . Learning and Instruction , 6 (4) : 359 – 377 .
  • Mercer , N. 2000 . Words & minds , London : Routledge .
  • Mercer , N. and Wegerif , R. 1999 . Children’s talk and the development of reasoning in the classroom . British Educational Research Journal , 25 (1) : 95 – 111 .
  • Mercer , N. , Dawes , L. , Wegerif , R. and Sams , C. 2004 . Reasoning as a scientist: ways of helping children to use language to learn science . British Educational Research Journal , 30 (3) : 359 – 377 .
  • McWhaw , K. , Schnackenberg , H. , Sclater , J. and Abrami , P. C. 2003 . “ From co‐operation to collaboration: Helping students become collaborative learners ” . In Cooperative learning: The social and intellectual outcomes of learning in groups , Edited by: Gillies , R. and Ashman , A. 67 – 86 . London : Routledge .
  • Millar , R. and Osborne , J. 1998 . Beyond 2000: Science education for the future , London, King’s College London : School of Education .
  • Mitchell , S. 2001 . “ What is this thing called argument? ” . In Essays in argument , Edited by: Andrews , R. and Mitchell , S. London : Middlesex University Press .
  • Norris , S. and Korpan , C. 2000 . “ Science, views about science, and pluralistic science education ” . In Improving science education , Edited by: Millar , R. , Leach , J. and Osborne , J. Buckingham, England : Open University Press .
  • Nussbaum , E. M. . Learning argumentation in a classroom discourse . Paper presented at the Annual Meeting of the American Educational Research Association (AERA) . San Diego, CA.
  • Osborne , J. 2000 . “ Science for citizenship ” . In Good practice in science teaching. What research has to say , Edited by: Monk , M. and Osborne , J. Buckingham, England : Open University Press .
  • Osborne , J. , Erduran , S. and Simon , S. 2004 . Ideas, evidence and argument in science (IDEAS) project , London : King’s College London .
  • Pontecorvo , C. 1987 . “ Discussing and reasoning: The role of argument in knowledge construction ” . In Learning and instruction: European research in an international context , Edited by: De Corte , E. , Lodewijks , H. , Parmentier , R. and Span , P. 239 – 250 . Oxford, , England : Pergamon Press .
  • Ratcliffe , M. and Grace , M. 2003 . Science education for citizenship teaching socio‐scientific issues , Maidenhead, , UK : Open University Press .
  • Richmond , G. and Striley , J. 1996 . Making meaning in classrooms: Social processes in small‐group discourse and scientific knowledge building . Journal of Research in Science Teaching , 33 (8) : 839 – 858 .
  • Rojas‐Drummond , S. and Mercer , N. 2003 . Scaffolding the development of effective collaboration and learning . International Journal of Educational Research , 39 : 99 – 111 .
  • Samarapungavan , A. 1992 . Children’s judgements in theory choice tasks: Scientific rationality in childhood . Cognition , 45 : 1 – 32 .
  • Samra‐Fredericks , D. 1998 . “ Conversation analysis ” . In Qualitative methods and analysis in organizational research , Edited by: Symon , G. and Cassell , C. London : Sage Publications, Inc .
  • SATIS . 1993 . Science and technology in society 8–14 , Halfield, , UK : ASE .
  • Siegel , H. 1995 . Why should educators care about argumentation? . Informal Logic , 17 (2) : 159 – 176 .
  • Silverman , D. 2000 . Doing qualitative research: A practical handbook , London : Sage Publications .
  • Simon , S. , Erduran , S. and Osborne , J. 2006 . Learning to teach argumentation: Research and development in the science classroom . International Journal of Science Education , 28 (2–3) : 235 – 260 .
  • Sodian , B. , Zaitchik , D. and Carey , S. 1991 . Young children’s differentiation of hypothetical beliefs from evidence . Child Development , 62 : 753 – 766 .
  • Toulmin , S. 1958 . The uses of argument , Cambridge, , UK : Cambridge University Press .
  • Turner , T. 2000 . “ The science curriculum ” . In Issues in science teaching , Edited by: Sears , J. and Sorenson , P. London : Routledge Falmer .
  • Watson , R. , Goldsworthy , A. and Wood‐Robinson , V. 2000 . “ SC1: Beyond the fair test ” . In Issues in science teaching , Edited by: Sears , J. and Sorenson , P. London : Routledge Falmer .
  • Watson , J. R. , Swain , J. R. L. and McRobbie , C. 2004 . Students’ discussions in practical scientific inquiries . International Journal of Science Education , 26 (1) : 25 – 45 .
  • Wells , G. 1999 . Dialogic inquiry: Towards a sociocultural theory and practice of education , New York : Cambridge University Press .
  • Wood , L. 1998 . “ Participation and learning in early childhood ” . In Children as citizens , Edited by: Holden , C. and Clough , N. London : Jessica Kingsley .
  • Zeidler , D. , Osborne , J. , Erduran , S. , Simon , S. and Monk , M. 2003 . “ The role of argument discourse about socioscientific issues ” . In The role of moral reasoning on socioscientific issues and discourse in science education , Edited by: Zeidler , D. 97 – 116 . Dordrecht, The Netherlands : Kluwer .
  • Zohar , A. and Nemet , F. 2002 . Fostering students’ knowledge and argumentation skills through dilemmas in human genetics . Journal of Research in Science Teaching , 25 : 689 – 725 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.