Student Argumentation With Epistemic Understandings

• In Event: Advancing Equity in Learning and Doing Science

Abstract

It has been suggested that students’ epistemic understandings influence their argumentative practice. However, how that influence takes place is not fully explained yet. To contribute to this question, this qualitative case study explored elementary students’ epistemic understandings in their classroom scientific argumentation. Data were collected with multiple methods including classroom observation and interviews. Qualitative data analysis revealed that students were aware of their epistemic understandings while they were engaged in argumentative practice. Students’ epistemic awareness can, yet not always, influence their argumentation performances by affecting the way they think and do. Moreover, it was found that elementary students were capable to refine their epistemic understandings through social interactions with peers during argumentation.

Author

• Qingna Jin, University of Alberta