標題: | The analysis and reconciliation of students\' rebuttals in argumentation activities |
作者: | Lin, Yu-Ren Hung, Jeng-Fung 教育研究所 Institute of Education |
關鍵字: | reconciliation;Argumentation;rebuttal argument |
公開日期: | 2-一月-2016 |
摘要: | The present study investigated the guidance provided by science teachers to resolve conflicts during socioscientific issue-based argumentation activities. A graphical representation (GR) was developed as a tool to code and analyze the dialogue interaction process. Through the GR and qualitative analysis, we identified three types of dialogue reconciling strategies. The first one consists of teacher management, in which the teacher temporarily maintains the right to speak when students get mired in an emotional rebuttal situation. The second strategy involves the use of qualifiers to identify the strengths and weaknesses of an opposing argument. The third strategy consists of providing students with guidance to keep both parties (i.e. the students taking, respectively, the affirmative and negative positions) on the same discussion topic and can be used to assist teachers with forming broad questions that prompt students to conduct deeper discussions. These reconciling strategies were beneficial in that they helped students to argue in a more reflective way. |
URI: | http://dx.doi.org/10.1080/09500693.2015.1134848 http://hdl.handle.net/11536/133390 |
ISSN: | 0950-0693 |
DOI: | 10.1080/09500693.2015.1134848 |
期刊: | INTERNATIONAL JOURNAL OF SCIENCE EDUCATION |
Volume: | 38 |
Issue: | 1 |
起始頁: | 130 |
結束頁: | 155 |
顯示於類別: | 期刊論文 |