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dc.contributor.authorLin, Yu-Renen_US
dc.contributor.authorHung, Jeng-Fungen_US
dc.date.accessioned2017-04-21T06:55:36Z-
dc.date.available2017-04-21T06:55:36Z-
dc.date.issued2016-01-02en_US
dc.identifier.issn0950-0693en_US
dc.identifier.urihttp://dx.doi.org/10.1080/09500693.2015.1134848en_US
dc.identifier.urihttp://hdl.handle.net/11536/133390-
dc.description.abstractThe 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.en_US
dc.language.isoen_USen_US
dc.subjectreconciliationen_US
dc.subjectArgumentationen_US
dc.subjectrebuttal argumenten_US
dc.titleThe analysis and reconciliation of students\' rebuttals in argumentation activitiesen_US
dc.identifier.doi10.1080/09500693.2015.1134848en_US
dc.identifier.journalINTERNATIONAL JOURNAL OF SCIENCE EDUCATIONen_US
dc.citation.volume38en_US
dc.citation.issue1en_US
dc.citation.spage130en_US
dc.citation.epage155en_US
dc.contributor.department教育研究所zh_TW
dc.contributor.departmentInstitute of Educationen_US
dc.identifier.wosnumberWOS:000370977400008en_US
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