Argumentation with Summary Tables in Geoscience Learning

Kathryn M. Bateman, Brandin Conrath, Scott McDonald, Amy Pallant

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

In this study, we examine the interactions and discourse of a middle school classroom as they use a Summary Table to scaffold the generation of scientific arguments during the implementation of an online plate tectonics curriculum. Creating time and space for scientific discourse provided students with sense-making opportunities around complex science ideas to support their explanations of the phenomenon. The Summary Table scaffolded the development of increasingly sophisticated explanations by structuring students' observations to connect with the driving question of the unit. Specifically, the Summary Table supported small and whole group discussions positioning students to argue and partake in open critique of their claims and evidence in increasingly public ways as they develop sophisticated science explanations.

Original languageEnglish (US)
Title of host publicationInternational Collaboration toward Educational Innovation for All
Subtitle of host publicationOverarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022
EditorsClark Chinn, Edna Tan, Carol Chan, Yael Kali
PublisherInternational Society of the Learning Sciences (ISLS)
Pages1025-1028
Number of pages4
ISBN (Electronic)9781737330653
StatePublished - 2022
Event16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan
Duration: Jun 6 2022Jun 10 2022

Publication series

NameProceedings of International Conference of the Learning Sciences, ICLS
ISSN (Print)1814-9316

Conference

Conference16th International Conference of the Learning Sciences, ICLS 2022
Country/TerritoryJapan
CityVirtual, Online
Period6/6/226/10/22

All Science Journal Classification (ASJC) codes

  • Computer Science (miscellaneous)
  • Education

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