Students' questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science

Chin, Christine; Osborne, Jonathan

doi:10.1002/tea.20385

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Students' questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science

Published in Journal of Research in Science Teaching • Apr 22, 2010

Authors:

Christine Chin

Jonathan Osborne

Abstract

This study investigated the potential of students' written and oral questions both as an epistemic probe and heuristic for initiating collaborative argumentation in science. Four classes of students, aged 12–14 years from two countries, were asked to discuss which of two graphs best represented the ...

Subject

Argumentation theory

Argument (complex analysis)

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