ABSTRACT

Background

A reformed view of science education positions argumentation as a central epistemic discourse practice in the science classroom, however, science education researchers have found that typical norms of classroom discourse fall short of promoting argumentation. Recent scholarship on teachers’ personal epistemologies has suggested that epistemic cognition may impact the dialogic practices adopted in the classroom.

Purpose

We explored how teachers’ epistemic cognition, specifically epistemic aims and epistemic ideals, impacts their dialogic processes as they engage in argument-based inquiry.

Sample

Seventy-seven kindergarten through eighth-grade teachers in eight moderate to large school districts in the Midwest United States served as participants in the study.

Design and methods

Teachers recorded science lessons in which students were asked to analyse the results of an investigation and engage in evidence-based argumentation to promote meaning making. To investigate teachers’ epistemic cognition, participants were interviewed using the Teacher Beliefs Interview.

Results

Teachers’ reflective epistemic cognition varied according to their orientation to science instruction and this orientation impacted the discursive climate of their classrooms. We found that teachers’ epistemic aims and ideals shaped their dialogic feedback practices as well as the quality of their implementation of evidence-based argumentation in the classroom.

Conclusion

This study shows that there is a relationship between teachers’ epistemic cognition and their use of dialogic feedback to promote evidence-based argumentation in science classes. Further, the type and quality of dialogic feedback vary according to teachers' epistemic cognition; specifically their epistemic aims and ideals. With respect to professional development it may be beneficial to consider helping teachers acquire not only dialogic feedback skills but also a suite of epistemic aims and ideals that align with reformed views of science education.

中文翻译：

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中小学科学课堂认知认知与对话反馈的关系

摘要

背景

科学教育的改革观点将论证定位为科学课堂中的核心认知话语实践，然而，科学教育研究人员发现，课堂话语的典型规范不足以促进论证。最近关于教师个人认识论的学术研究表明，认识认知可能会影响课堂中采用的对话实践。

目的

我们探讨了教师的认知认知，特别是认知目标和认知理想，在他们进行基于论证的探究时如何影响他们的对话过程。

样本

美国中西部 8 个中等到大型学区的 77 名幼儿园到 8 年级教师参与了这项研究。

设计和方法

教师录制了科学课，学生被要求分析调查结果并进行基于证据的论证以促进意义的形成。为了调查教师的认知认知，参与者使用教师信念访谈进行访谈。

结果

教师的反思性认知认知因他们对科学教学的取向而异，这种取向影响了他们课堂的话语氛围。我们发现，教师的认知目标和理想塑造了他们的对话反馈实践以及他们在课堂上实施循证论证的质量。

结论

这项研究表明，教师的认知认知与他们使用对话反馈来促进科学课程中的循证论证之间存在关系。此外，对话反馈的类型和质量因教师的认知认知而异；特别是他们的认知目标和理想。在专业发展方面，考虑帮助教师不仅获得对话反馈技能，而且获得一系列与科学教育改革观点相一致的认识目标和理想，这可能是有益的。