TY - GEN
T1 - Teaching Socio-Scientific Argumentation in two Chinese Science Classrooms
T2 - 18th International Conference of the Learning Sciences, ICLS 2024
AU - Fan, Nannan
AU - Zhu, Minghui
AU - Xiao, Sihan
N1 - Publisher Copyright:
© ISLS.
PY - 2024
Y1 - 2024
N2 - Engaging students in socio-scientific argumentation is proven effective for resolving everyday issues, yet its integration and implementation in Chinese science classrooms face challenges due to limited curriculum resources and traditional didactic Confucian pedagogy. To investigate these integration efforts, we collaborated with a Chinese science teacher, analyzing four episodes of her SSI argumentation teaching. We found that the teacher consistently framed SSI argumentation activities as addressing everyday problems and tended to engage students in a more authentic version of science practice along with restricted shared epistemic agency. Our fine-grained analysis on teacher's discourse moves that facilitated whole-class argumentation revealed four frequently employed categories: setting norms, revoicing, pressing, and summarizing, all contributing to either sustaining or advancing the whole-class argumentation process. Despite challenges, this study provides insights into effective SSI argumentation integration in Chinese science classrooms.
AB - Engaging students in socio-scientific argumentation is proven effective for resolving everyday issues, yet its integration and implementation in Chinese science classrooms face challenges due to limited curriculum resources and traditional didactic Confucian pedagogy. To investigate these integration efforts, we collaborated with a Chinese science teacher, analyzing four episodes of her SSI argumentation teaching. We found that the teacher consistently framed SSI argumentation activities as addressing everyday problems and tended to engage students in a more authentic version of science practice along with restricted shared epistemic agency. Our fine-grained analysis on teacher's discourse moves that facilitated whole-class argumentation revealed four frequently employed categories: setting norms, revoicing, pressing, and summarizing, all contributing to either sustaining or advancing the whole-class argumentation process. Despite challenges, this study provides insights into effective SSI argumentation integration in Chinese science classrooms.
UR - https://www.scopus.com/pages/publications/105005832708
U2 - 10.22318/icls2024.878301
DO - 10.22318/icls2024.878301
M3 - 会议稿件
AN - SCOPUS:105005832708
T3 - Proceedings of International Conference of the Learning Sciences, ICLS
SP - 658
EP - 665
BT - ISLS Annual Meeting 2024
A2 - Lindgren, Robb
A2 - Asino, Tutaleni
A2 - Kyza, Eleni A.
A2 - Looi, Chee-Kit
A2 - Keifert, D. Teo
A2 - Suarez, Enrique
PB - International Society of the Learning Sciences (ISLS)
Y2 - 10 June 2024 through 14 June 2024
ER -