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

By Christine Chin, Jonathan Osborne. 2010

256 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8c678effd6b9a116217cb7c74151dcad17371759

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer (2014, unknown): “…instruction of argumentation (Lin & Mintzes, 2010; Osborne, Erduran, & Simon, 2004) to achieve student gains as shown in many research studies (Chin & Osborne, 2010; McNeill, Lizotte, Krajcik, & Marx, 2006; Nussbaum, Sinatra, & Poliquin, 2008; Sampson, Grooms, & Walker, 2011; Schworm &…”
Large‐scale science education intervention research we can use (2012, background): “These include research on preparing teachers to use ‘‘talk moves’’ in science to promote productive disciplinary engagement in practices such as argumentation (Chin & Osborne, 2010; M. C. O’Connor & Michaels, 2011; Penuel & DeBarger, 2011; Thompson, Windschitl, & Braaten, 2010).”
Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016, background): “For example, some studies examined student talk during small group discussions (e.g., Berland & Reiser, 2011; Chin & Osborne, 2010; Hogan, Nastasi, & Pressley, 2000; Jimenez-Aleixandre, Rodriguez, & Duschl, 2000; Schwarz & Linchevski, 2007) or whole class discussions (e.g., Christodoulou &Osborne,…”
‘Should We Kill the Grey Squirrels?’ A Study Exploring Students’ Justifications and Decision-Making (2012, background): “…& Jiménez-Aleixandre, 2009; Simonneaux & Simonneaux, 2009), and some studies in argumentation have been conducted across different cultures (i.e. Chin & Osborne, 2010; Kuhn, Wang, & Li, 2011), not much is yet known about how students decide about a SSI they are studying and how different…”
Framing for scientific argumentation (2012, background): “A variety of design studies have shown gains in argumentation as a result of this explicit instruction (Chin & Osborne, 2010; McNeill, Lizotte, Krajcik, & Marx, 2006; Sampson, Grooms, & Walker, 2011; Schworm & Renkle, 2007; Simon, Erduran, & Osborne, 2006; Voss & Means, 1991).”
Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, background): “Argumentation can be seen as a social negotiation activity in which members of a community make sense of the phenomena under study by proffering, critiquing, evaluating, challenging, and defending arguments through dialogue (Berland and Reiser 2011; Chin and Osborne 2010).”