Elementary Students' Metacognitive Monitoring in Scientific Dialogical Argumentation

• In Event: Poster Session 2
  In Poster Session: Science Teaching and Learning SIG Poster Session 2

Abstract

Researchers in education have recognized the effectiveness and implications of both argumentation and metacognitive monitoring in science learning. However, research on the process of argumentation and the relationship between argumentation and metacognitive monitoring is limited. In this study, we attempt to understand through qualitative approach how elementary students’ (5th and 6th graders) metacognitive monitoring could assist their dialogical argumentation, and vice versa. Descriptive and interpretive case study is employed as the research method. With the analysis of various qualitative data collected through a 3-month research period, we found: (1) Classroom scientific argumentation context is helpful for students to engage in metacognitive monitoring autonomously; and (2) Metacognitive monitoring assists the emergence and development of dialogical argumentation in science classroom.

Authors

• Qingna Jin, University of Alberta

• Mijung Kim, University of Alberta