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Analyzing Students' Learning in Classroom Discussions about Socioscientific Issues
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
2013 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 97, no 4, 594-620 p.Article in journal (Refereed) Published
Abstract [en]

In this study, the purpose is to develop and illustrate a method that facilitates investigations of students' learning processes in classroom discussions about socioscientific issues. The method, called transactional argumentation analysis, combines a transactional perspective on meaning making based on John Dewey's pragmatic philosophy and an argument analysis based on Toulmin's argument pattern. This analytical method consists of three steps. In the first step, we analyze the direction of the students' meaning making, that is, the relations construed in and by action. In the second step, we use a functional interpretation of Toulmin's argument pattern to clarify the meanings in terms of argumentative elements. Finally, we investigate the students' learning progress, both in terms of the way the arguments are constructed and the knowledge content used, by comparing each student's arguments over time. The empirical material consists of a video-recorded lesson in a Swedish upper secondary school. Two examples of learning processes identified during the classroom discussion are described: learning to specify the conditions for one's claim and learning to find new solutions. These examples show that the suggested method can be used to identify the different kinds of learning progressions that take place during students' argumentative discussions.

Place, publisher, year, edition, pages
2013. Vol. 97, no 4, 594-620 p.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:uu:diva-204102DOI: 10.1002/sce.21065ISI: 000320400000005OAI: oai:DiVA.org:uu-204102DiVA: diva2:637848
Available from: 2013-07-23 Created: 2013-07-22 Last updated: 2017-12-06Bibliographically approved
In thesis
1. Elevers lärande i argumentativa diskussioner om hållbar utveckling
Open this publication in new window or tab >>Elevers lärande i argumentativa diskussioner om hållbar utveckling
2014 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall ambition with this thesis is to develop knowledge about students’ learning, especially with regard to process and content, when they participate in argumentation. Students’ learning is investigated through in situ studies of classroom practices. The theoretical point of departure is a pragmatic perspective in which learning is understood and investigated in terms of concrete actions. The empirical material consists of video recorded lessons at secondary and upper secondary schools in Sweden. The content of the lessons is argumentative discussions about sustainable development and socioscientific issues. In the first study, the functions that teachers’ actions have for students’ learning processes are investigated using Epistemological Move Analysis. In the second study, an approach is developed and illustrated that facilitates investigations into students’ learning processes in terms of knowledge content and argument construction in argumentation. The method, called Transactional Argumentation Analysis, combines a pragmatic perspective of learning with an argument analysis based on Toulmin’s Argument Pattern. In the third study, the functions that knowledge have when used by students in argumentative discussions are examined. The fourth study investigates the role of peers for students’ learning and how students influence the argumentation at a collective level. Here Transactional Argumentation Analysis is developed further in order to facilitate investigations of the dynamic interplay between the intra-personal and the inter-personal dimensions of learning and the result of this interplay in terms of the knowledge content and arguments that are constructed. The thesis shows how students’ learning can be investigated through in situ studies of educational practices. The methodological contribution of the thesis consists of the development and further elaboration of Transactional Argumentation Analysis. The thesis also contributes with substantial knowledge about students’ learning processes with regard to knowledge content and argument construction when participating in argumentation. Another contribution concerns the functions of knowledge when used by students in argumentation. Finally, the studies show how peers and teachers influence students’ learning, and how students contribute to the shared argumentation in the classroom. 

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2014. 87 p.
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Educational Sciences, 4
Keyword
education for sustainable development, socioscientific issues, teaching, learning, argumentation, pragmatism, practical epistemology
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-218282 (URN)978-91-554-8876-5 (ISBN)
Public defence
2014-03-27, Eva Netzelius, von Kraemers Allé 1, Uppsala, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2014-03-05 Created: 2014-02-10 Last updated: 2014-04-29

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Rudsberg, KarinÖstman, Leif

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