Creator of Knowledge
Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue

Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue
View Sample PDF
Author(s): Matthew J. Benus (Indiana University Northwest, USA), Morgan B. Yarker (University of Iowa, USA), Brian M. Hand (University of Iowa, USA) and Lori A. Norton-Meier (University of Louisville, USA)
Copyright: 2015
Pages: 22
Source title: STEM Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-4666-7363-2.ch047



This chapter discusses an analysis of discourse practices found in eight different elementary science classrooms that have implemented the Science Writing Heuristic (SWH) approach to argument-based inquiry. The analysis for this study involved examining a segment of whole-class talk that began after a small group presented its claim and evidence and ended when the discussion moved on to a new topic, or when a different group presented. The framework for the analysis of this whole-class dialogue developed through an iterative process that was first informed by previous analysis, review and modification of other instruments, and notable anomalies of difference from this data set. Each classroom was then rated using the Reform Teaching Observation Protocol (RTOP), which provided a score for the extent to which the teacher was engaged with reform-based science teaching practices. Our analysis shows that elements of whole-class dialogue in argument-based inquiry classrooms were different across varying levels of RTOP implementation. Overall, low level RTOP implementation (little evidence of reformed-based practice) had a question and answer format during whole class talk that rarely included discourse around scientific reasoning and justification. Higher levels of RTOP implementation were more likely to be focused on student use of scientific evidence to anchor and develop a scientific understanding of “big ideas” in science. These findings are discussed in relation to teacher professional development in argument-based inquiry, science literacy, and the teacher's and students' grasp of science practice.

Related Content

Iro Voulgari, Elias Stouraitis, Vanessa Camilleri, Kostas Karpouzis. © 2022. 21 pages.
Anastasia Korompili, Kostas Karpouzis. © 2022. 19 pages.
Ioanna Vekiri, Maria Meletiou-Mavrotheris, Asimina Brouzou, Ioannis Brouzos, Andri Christoforou, Elena Stylianou. © 2022. 20 pages.
Tharrenos Bratitsis, Iro Koliakou, Arcadio Sotto Díaz, Virginia Arvaniti, Teresa Sarmento, Nuria Olga León Tobajas, Ana Barroca. © 2022. 23 pages.
Evgenia Roussou. © 2022. 25 pages.
Spyros Kourias. © 2022. 23 pages.
Stefanos Xefteris, Ioannis Arvanitakis. © 2022. 21 pages.
Body Bottom