skip to main content

Search for: All records

Creators/Authors contains: "Gillespie Schneider, Joanna"

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. Aydeniz, Mehmet (Ed.)
    Argumentation is a practice that spans STEM disciplines and is an explicit goal for K12 students in reform-based standards documents. The purpose of this study was to investigate the applicability of Douglas Walton’s theoretical model for describing the types of argument dialogue encountered in elementary classrooms focused on learning concepts in science, mathematics, and computer coding. We examined two elementary teachers’ STEM classrooms to explore the types of argument dialogue that were evident. We found evidence of six types of dialogues: persuasion, negotiation, information-seeking, deliberation, inquiry, and discovery based on Walton’s model. Our findings demonstrate the applicability of Walton’s types of argument dialogue to argumentation in elementary STEM contexts. Even though our work takes place in the United States with teachers of children in grades 3-5 (ages 8-10 years), we believe our approach is applicable to other dialogues found in K12 STEM education. We postulate that students having opportunities to engage in arguments with a diverse range of goals (e.g., to prove a hypothesis, to persuade, or to exchange information) is important for their development in learning how to argue in STEM.

    more » « less