NDLI: Grade 5 Students’ Online Argumentation about Their In-Class Inquiry Investigations

Please wait, while we are loading the content...

‘You Have to Give Them Some Science Facts’: Primary Student Teachers’ Early Negotiations of Teacher Identities in the Intersections of Discourses About Science Teaching and About Primary Teaching

What do Cells Really Look Like? An Inquiry into Students’ Difficulties in Visualising a 3-D Biological Cell and Lessons for Pedagogy

Teachers and Students’ Conceptions of Computer-Based Models in the Context of High School Chemistry: Elicitations at the Pre-intervention Stage

Research in Science Education : Volume 44, Issue 1, February 2014

Research in Science Education : Volume 43

Research in Science Education : Volume 42

Research in Science Education : Volume 41

Research in Science Education : Volume 40

Research in Science Education : Volume 39

Research in Science Education : Volume 38

Research in Science Education : Volume 37

Research in Science Education : Volume 36

Research in Science Education : Volume 35

Research in Science Education : Volume 34

Research in Science Education : Volume 33

Research in Science Education : Volume 32

Research in Science Education : Volume 31

Research in Science Education : Volume 30

Research in Science Education : Volume 29

Research in Science Education : Volume 28

Research in Science Education : Volume 27

Grade 5 Students’ Online Argumentation about Their In-Class Inquiry Investigations

Content Provider	Springer Nature Link
Author	Choi, Aeran Hand, Brian rton Meier, Lori
Copyright Year	2013
Abstract	This study examined the extent to which fifth-grade students participate in online argumentation and the argument patterns they produced about the inquiry-based investigations completed using the Science Writing Heuristic approach in their science classes. One hundred twenty-nine students from five classes of two teachers in a Midwestern public school completed two inquiry-based investigation units, one per semester, followed by asynchronous online discussions using the Moodle forum. Among the 129 students, 107 students produced 739 notes in the plant investigation online discussion and 111 students produced 686 notes in the human health investigation online discussion. Results indicate that students were actively engaged in the online discussions about inquiry investigations with comments being focused on providing more evidence and backing for claims and negotiating evidence in both investigations. The students also engaged in challenging and querying the test procedures and reference sources as the basis for evidence. Implications are discussed for science teaching and learning and further study on argument-based inquiry in online environments.
Starting Page	267
Ending Page	287
Page Count	21
File Format	PDF
ISSN	0157244X
Journal	Research in Science Education
Volume Number	44
Issue Number	2
e-ISSN	15731898
Language	English
Publisher	Springer Netherlands
Publisher Date	2013-09-21
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Argument-based inquiry Online learning environment Science Education Education (general)
Content Type	Text
Resource Type	Article
Subject	Education

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Examining Elementary Students’ Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry

Learning Environment, Attitudes and Achievement among Middle-school Science Students Using Inquiry-based Laboratory Activities

An Online Questionnaire for Evaluating Students' and Teachers' Perceptions of Constructivist Multimedia Learning Environments

Initial Structuring of Online Discussions to Improve Learning and Argumentation: Incorporating Students’ Own Explanations as Seed Comments Versus an Augmented-Preset Approach to Seeding Discussions

Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments

Students’ Written Arguments in General Chemistry Laboratory Investigations

Quality, Evolution, and Positional Change of University Students’ Argumentation Patterns About Organic Agriculture During an Argument–Critique–Argument Experience

Aligning Teaching to Learning: A 3-Year Study Examining the Embedding of Language and Argumentation into Elementary Science Classrooms

Engaging first year students using a Web-supported inquiry-based learning setting

Grade 5 Students’ Online Argumentation about Their In-Class Inquiry Investigations

Similar Documents

Examining Elementary Students’ Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry

Learning Environment, Attitudes and Achievement among Middle-school Science Students Using Inquiry-based Laboratory Activities

An Online Questionnaire for Evaluating Students' and Teachers' Perceptions of Constructivist Multimedia Learning Environments

Initial Structuring of Online Discussions to Improve Learning and Argumentation: Incorporating Students’ Own Explanations as Seed Comments Versus an Augmented-Preset Approach to Seeding Discussions

Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments

Students’ Written Arguments in General Chemistry Laboratory Investigations

Quality, Evolution, and Positional Change of University Students’ Argumentation Patterns About Organic Agriculture During an Argument–Critique–Argument Experience

Aligning Teaching to Learning: A 3-Year Study Examining the Embedding of Language and Argumentation into Elementary Science Classrooms

Engaging first year students using a Web-supported inquiry-based learning setting

Grade 5 Students’ Online Argumentation about Their In-Class Inquiry Investigations