Enhancing Dialogic Argumentation in Mathematics and Science
Roč.22,č.4(2017)
Studia paedagogica: Teacher Education and Educational Research
dialogic argumentation; professional development; mathematics and science education
[1] Abell, S. K. (Ed.). (2000). Science teacher education: An international perspective. Dordrecht: Kluwer Academic Publishers.
[2] Aguiar, O. G., Mortimer, E. F., & Scott, P. (2010). Learning from and responding to students' questions: The authoritative and dialogic tension. Journal of Research in Science Teaching, 47(2), 174–193.
[3] Alexander, R. (2006). Towards dialogic teaching (3rd ed.). York: Dialogos.
[4] Bakhtin, M. (1986). Speech genres and other late essays. Austin: University of Texas Press.
[5] Bakker, A., Smit, J., & Wegerif, R. (2015). Scaffolding and dialogic teaching in mathematics education: Introduction and review. ZDM, 47(7), 1047–1065. | DOI 10.1007/s11858-015-0738-8
[6] Berland, L. (2011). Explaining variations in how classroom communities adapt the practice of scientific argumentation. Journal of the Learning Sciences, 20(4), 625–664. | DOI 10.1080/10508406.2011.591718
[7] Berland, L. K., & McNeill, K. L. (2010). A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts. Science Education, 94(5), 765–793. | DOI 10.1002/sce.20402
[8] Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417–436. | DOI 10.1016/j.tate.2006.11.012
[9] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–81. | DOI 10.1191/1478088706qp063oa
[10] Carneiro, R. (2007). The big picture: Understanding learning and meta-learning challenges. European Journal of Education, 42(2), 151–172. | DOI 10.1111/j.1465-3435.2007.00303.x
[11] Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815–843. | DOI 10.1002/tea.20171
[12] Chval, K., Abell, S., Pareja, E., Musikul, K., & Ritzka, G. (2008). Science and mathematics teachers' experiences, needs, and expectations regarding professional development. Eurasia Journal of Mathematics, Science & Technology Education, 4(1), 31–43. | DOI 10.12973/ejmste/75304
[13] Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: RoutledgeFalmer.
[14] Conner, A. M., Singletary, L. M., Smith, R. C., Wagner, P. A., & Francisco, R. T. (2014). Teacher support for collective argumentation: A framework for examining how teachers support students' engagement in mathematical activities. Educational Studies in Mathematics, 86(3), 401–429. | DOI 10.1007/s10649-014-9532-8
[15] Desimone, L. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. | DOI 10.3102/0013189X08331140
[16] Essien, A. A. (2017). Dialogic and argumentation structures in one quadratic inequalities lesson. In J. Adler & A. Sfard (Eds.), Research for educational change: Transforming researchers' insights into improvement in mathematics teaching and learning (pp. 82–99). London: Routledge.
[17] Helleve, I. (2009). Theoretical foundations of teachers' professional development. In J. O. Lindberg & A. Olofsson (Eds.), Online learning communities and teacher professional development: Methods for improved education delivery (pp. 1–19). Hershey: IGI Global Information Science Reference.
[18] Kiemer, K., Gröshner, A., Pehmer, A.-K., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science. Learning and Instruction, 35, 94–103. | DOI 10.1016/j.learninstruc.2014.10.003
[19] Lehesvuori, S. (2013). Towards dialogic teaching in science: Challenging classroom realities through teacher education. Jyväskylä: University of Jyväskylä.
[20] Lehesvuori, S., Ramnarain, U., & Viiri, J. (2017). Challenging transmission modes of teaching in science classrooms: Enhancing learner-centredness through dialogicity. Research in Science Education. Advance online publication. https://doi.org/10.1007/s11165-016-9598-7 | DOI 10.1007/s11165-016-9598-7
[21] Lehesvuori, S., Viiri, J., & Rasku-Puttonen, H. (2011). Introducing dialogic teaching to science student teachers. Journal of Science Teacher Education, 22(8), 705–727. | DOI 10.1007/s10972-011-9253-0
[22] Lehesvuori, S., Viiri, J., Rasku-Puttonen, H., Moate, J., & Helaakoski, J. (2013). Visualizing communication structures in science classrooms: Tracing cumulativity in teacher-led whole class discussions. Journal of Research in Science Teaching, 50(8), 912–939. | DOI 10.1002/tea.21100
[23] Lemke, J. L. (1990). Talking science: Language, learning and values. Norwood: Ablex Publishing Company.
[24] Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park: Sage Publications.
[25] Loughran, J. J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370–391. | DOI 10.1002/tea.20007
[26] Marrades, R., & Gutiérrez, A. (2001). Proofs produced by secondary school students learning geometry in a dynamic computer environment. Educational Studies in Mathematics, 44(1–3), 87–125. | DOI 10.1023/A:1012785106627
[27] McNeill, K. L., Pimentel, D. S., & Strauss, E. G. (2013). The impact of high school science teachers' beliefs, curricular enactments, and experience on student learning during an inquiry-based urban ecology curriculum. International Journal of Science Education, 35(15), 2608–2644. | DOI 10.1080/09500693.2011.618193
[28] Mercer, N. (2000). Words and minds: How we use language to think together. London: Routledge.
[29] Mercer, N. (2009). Developing argumentation: Lessons learned in the primary school. In N. Muller Mirza & A.-N. Perret-Clermont (Eds.), Argumentation and education: Theoretical foundations and practices (pp. 177–194). Berlin: Springer.
[30] Mercer, N., Dawes, L., & Staarman, J. K. (2009). Dialogic teaching in the primary science classroom. Language and Education, 23(4), 353–369. | DOI 10.1080/09500780902954273
[31] Michaels, S., O'Connor, C., & Resnick, L. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27(4), 283–297. | DOI 10.1007/s11217-007-9071-1
[32] Mortimer, E. F., & Scott, P. (2003). Meaning making in science classrooms. Milton Keynes: Open University Press.
[33] O'Brien, J. (1993). Action research through stimulated recall. Research in Science Education, 23(1), 214–221. | DOI 10.1007/BF02357063
[34] Osborne, J. F., Erduran, S., & Simon, S. (2004). Enhancing the quality of argument in school science. Journal of Research in Science Teaching, 41(10), 994–1020. | DOI 10.1002/tea.20035
[35] Resnick, L. B., Michaels, S., & O'Connor, C. (2010). How (well structured) talk builds the mind. In R. Sternberg & D. Preiss (Eds.), From genes to context: New discoveries about learning from educational research and their applications (pp. 163–194). New York: Springer.
[36] Roth, W.-M. (2014). Science language Wanted Alive: Through the dialectical/dialogical lens of Vygotsky and the Bakhtin circle. Journal of Research in Science Teaching, 51(8), 1049–1083. | DOI 10.1002/tea.21158
[37] Scott, P., & Ametller, J. (2007). Teaching science in a meaningful way: Striking a balance between 'opening up' and 'closing down' classroom talk. School Science Review, 88(324), 77–83.
[38] Sedova, K., Sedlacek, M., & Svaricek, R. (2016). Teacher professional development as a means of transforming student classroom talk. Teaching and Teacher Education, 57, 14–25. | DOI 10.1016/j.tate.2016.03.005
[39] Simon, S., Erduran, S., & Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28(2–3), 235–260. | DOI 10.1080/09500690500336957
[40] Smith, M. S. (2001). Practice-based professional development for teachers of mathematics. Reston: National Council of Teachers of Mathematics.
[41] Toulmin, S. (1958). The uses of argument. Cambridge: Cambridge University Press.
[42] van Driel, J. H., Meirink, J. A., van Veen, K., & Zwart, R. C. (2012). Current trends and missing links in studies on teacher professional development in science education: A review of design features and quality of research. Studies in Science Education, 48(2), 129–160. | DOI 10.1080/03057267.2012.738020
[43] Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. | DOI 10.1080/00220272.2012.668938
[44] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. M. Cole, V. John-Steiner, & E. Souberman (Eds.). Cambridge: Harvard University Press.
[45] Watters, J. J. (2016). Engaging elementary students in learning science: An analysis of classroom dialogue. Instructional Science, 44(1), 25–44. | DOI 10.1007/s11251-015-9364-7
[46] Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
[47] Westerman, D. A. (1991). Expert and novice teacher decision making. Journal of Teacher Education, 42(4), 292–305. | DOI 10.1177/002248719104200407
[48] Zohar, A., & Nemet, F. (2002). Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35–62. | DOI 10.1002/tea.10008
Copyright © 2017 Studia paedagogica