Exploring a High School Science Teacher's Use of Socratic Seminars: Scaffolding Argumentation to Promote Conceptual Change in English Language Learners

• In Event: 58.082 - Roundtable Session 25
  In Roundtable Session: 58.082-12 - Promoting Science Education Understanding Through Curriculum and Instruction

Abstract

This paper presents the preliminary findings from an ongoing study that explores the impact of Socratic seminars as a scaffolding tool for fostering argumentation with English language learners in a high school biology class. This study focused on: (1) ELL students’ perception and beliefs about genetic engineering; (2) quality of student arguments posed during a Socratic seminar; and (3) identification of students’ conceptual change with genetics concepts. Data include student journal reflections, interviews, writings, pre/ posttests, and audiotaped classroom discussion. Initial data revealed students’ scientific terminology appropriately corresponded to ideas presented during facilitated questioning and peer responses from Socratic seminars. This paper has implications for learning/teaching practices and curriculum development focused on the increase of scientific discourse with English language learners.

Authors

• Malaika E. Jordan, Georgia State University

• Suzanna Roman, Georgia State University

• Kadir Demir, Georgia State University