Name
Abstract | ||
|---|---|---|
Argumentation is a key component of scientific practice. It involves a dialectical balance of opposition and agreement, requiring negotiation and affording conceptual change through the co-construction of understandings. In classroom science inquiry with complex visual data representations, argumentation is an essential discourse structure through which students make sense of data and domain concepts. This study analyzed the argumentation practices of middle school students conducting an earth science inquiry project using data visualization tools. Analysis of spoken and gestural interactions during small-group work of one group of students in each of three classrooms revealed three common modes in which students employed visual data in argumentation: (1) using data-referenced talk and gesture to challenge authoritative positioning; (2) using gesture to participate in argumentation with incomplete conceptual vocabulary; and (3) using argumentation about data as a means of co-constructing the goals of academic tasks. |
Year | Venue | Keywords |
|---|---|---|
2008 | ICLS (2) | visual data,incomplete conceptual vocabulary,earth science inquiry project,academic task,authoritative positioning,conceptual change,small-group argumentation,argumentation practice,classroom science inquiry,data visualization tool,complex visual data representation |
DocType | Citations | PageRank |
Conference | 0 | 0.34 |
References | Authors | |
1 | 3 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Josh Radinsky | 1 | 50 | 8.96 |
| Susan Goldman | 2 | 7 | 1.31 |
| Melissa Singer | 3 | 0 | 0.34 |