Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms

By Christine Chin, Jonathan Osborne. 2010

215 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b7b6c72b60df9d2f7b8f8423984314478b7e0e3d

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011, background): “Second, there has been little work on combining argumentation approaches with approaches for stimulating higher order questioning (Chin & Osborne, 2010), and the emphasis in dialogue theory on critical questioning would take the field in a new directions, both in terms of instruction and assessment.”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “…portion of scholarly work focusing on argumentation to learn involves in-depth case studies (e.g., Asterhan & Schwarz, 2009b; Berland & Hammer, 2012; Chin & Osborne, 2010; Keefer et al., 2000; Schwarz, Perret-Clermont, Trognon, & Marro, 2008; von Aufschnaiter, Erduran, Osborne, & Simon, 2008).”
The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners (2012, background): “Nevertheless, some evidence suggests that oral communication during science instruction is important (e.g., Chin & Osborne, 2010; Dawes, 2004).”
Critical Questions and Argument Stratagems: A Framework for Enhancing and Analyzing Students' Reasoning Practices (2011, background): “Recently, Chin and Osborne (2010) called for greater integration of argumentation research with research on questioning.”
Plausibility reappraisals and shifts in middle school students' climate change conceptions (2013, background): “For students to be able to critically judge plausibility when comparing competing models (naïve versus scientific), they need to weigh evidentiary data (Chin & Osborne, 2010).”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, background): “Explaining, justifying, evaluating, and challenging one another’s ideas are thus central to scientific practice (Braaten & Windschitl, 2011; Chin & Osborne, 2012).”
Coding Classroom Interactions for Collective and Individual Engagement (2015, background): “Classroom discussions based on argumentation are characterized by students and teachers developing critical questions and critiquing connections between evidence and scientific explanations (Chin & Osborne, 2010).”
Beyond Construction: Five arguments for the role and value of critique in learning science (2015, background): “In a detailed study of the use of questions to support argumentation, Chin and Osborne (2010) show how questions helped to expose differences in students’ understanding of the temperature changes that occur as ice is heated to water vapor enabling critical interrogation of each others’ ideas.”