The Impact of Teacher Framing and Instructional Action on Student Growth in Scientific Argumentation

• In Event: 16.053 - Argumentation and Communication in Science Education

Abstract

Argumentation is an essential practice of science yet students have few opportunities to engage in argumentation in the classroom and often struggle with skills related to scientific argumentation. Likewise, teachers are often unfamiliar with the norms of scientific argumentation and have difficulties establishing classroom environments that support students’ engagement in scientific argumentation. This qualitative study examines the impact of a high school biology teacher’s approach of conceptual framing and instructional actions on the growth of students’ scientific argumentation skills as they engage in argument-focused laboratory investigations. Analysis of students’ argumentation episodes and teacher instructional moves suggest that growth in students’ argumentation skills can occur when teachers implement classroom practices that are productively framed around socially negotiated knowledge and learning.

Authors

• Shannon Lee Gooden, Florida State University

• Jennifer Schellinger, The Florida State University

• Jonathon Grooms, The George Washington University

• Patrick James Enderle, The University of Texas - Austin

• Victor Dale Sampson, The University of Texas - Austin