Collaborative Science Discourse: Student-Generated Questions and Dialogic Argumentation

• In Event: 35.070 - Science Teaching and Learning SIG Paper Session: Literacy and Discourse

Abstract

The scientific practices outlined in the Next Generation Science Standards suggest that knowing science content is not enough; students need to be able to use their understanding to investigate the natural world. Indicating that in order for students to be successful in science, they need to be able to navigate the different discourses of science. The scientific practices do not occur in isolation, but are intentionally designed to overlap in order to avoid the impression that there is only one approach to science. Yet, past science education research has mainly focused on individual scientific practices. This study aimed to investigate students’ questions that naturally occurred during science activities; the connections between those questions and instances of dialogical argumentation that arose.

Author

• Lana Marie Minshew, University of North Carolina - Chapel Hill