Abstract

Active teachers noted persistent problems in their classrooms, including low levels of student engagement and gaps in students’ use of evidence in forming arguments. Earth Science students provided written responses to two questions using the previously implemented Claim, Evidence, Reasoning (CER) framework. The first question was answered without a preceding discussion whereas the second question was answered following a discussion protocol—no discussion, discussion without Talk Science, and discussion with Talk Science. A ninth grade teacher more comprehensively implemented Talk Science by incorporating statements from all four goals whereas a seventh grade teacher did not. As a result, ninth grade students improved their use of evidence, reasoning, and content, but seventh graders did not show the same improvements. All students valued the discussion, but this study shows that Talk Science discussions can be used to improve students’ content knowledge and CER argumentation skills.

摘要

活跃的教师注意到教室中持续存在的问题，包括学生参与度低和学生在形成论据时使用证据方面的差距。地球科学系的学生使用先前实施的声明，证据，推理（CER）框架对两个问题提供了书面答复。回答第一个问题而无需事先讨论，而回答第二个问题则遵循讨论协议，即不讨论，不使用Talk Science进行讨论和使用Talk Science进行讨论。九年级老师通过结合所有四个目标的陈述来更全面地实施“谈话科学”，而七年级老师则没有。结果，九年级的学生改善了对证据，推理和内容的使用，但七年级的学生却没有表现出相同的提高。