Complexity of secondary scientific data sources and students' argumentative discourse

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

This study examined the learning opportunities provided to students through the use of complex geological data supporting scientific inquiry. Through analysis of argumentative discourse in a high school Earth science classroom, uses of US Geological Survey (USGS) data were contrasted with uses of geoscience textbook data. To examine these differences, we conducted a review of frameworks for argumentation analysis, and through adaptation to the research foci of this study, developed a new analytic approach. Applying this approach to student classroom discourse revealed the affordances and constraints of both the complex USGS datasets and the filtered textbook data sources. The challenges of teaching with complex data are presented.

Original languageEnglish (US)
Pages (from-to)1207-1225
Number of pages19
JournalInternational Journal of Science Education
Volume32
Issue number9
DOIs
StatePublished - Jun 1 2010

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discourse
student
textbook
classroom
research focus
argumentation
Teaching
science
school
learning

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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Complexity of secondary scientific data sources and students' argumentative discourse. / Kerlin, Steven C.; McDonald, Scott P.; Kelly, Gregory J.

In: International Journal of Science Education, Vol. 32, No. 9, 01.06.2010, p. 1207-1225.

Research output: Contribution to journalArticle

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