ABSTRACT

Educational initiatives in multiple disciplinary areas call for student engagement in the practice of argumentation (CCSSI, 2010a National Governors Association Center for Best Practices, & Council of Chief State School Officers. (Common Core Standards Initiative (CCSSI), 2010a). Common Core State Standards for Mathematics: Mathematical practices. http://www.corestandards.org/Math/Practice/ [Google Scholar], 2010b National Governors Association Center for Best Practices, & Council of Chief State School Officers. (Common Core Standards Initiative (CCSSI), 2010b). Common Core State Standards for English Language Arts: Writing, Grades 9–10. http://www.corestandards.org/ELA-Literacy/WHST/9-10/ [Google Scholar]; Mullis & Martin, 2017 Mullis, I. V., & Martin, M. O. (2017). TIMSS 2019 Assessment Frameworks. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. [Google Scholar]; NGSS Lead States, 2013 Lead States, N. G. S. S. (2013). Next generation science standards: For states, by states. The National Academies Press. [Google Scholar]; OECD, 2018 Organization for Economic Cooperation and Development (OECD). (2018). Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework. https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf. [Google Scholar]). In science education, immersive argument-based inquiry (ABI) is one category of approaches which integrates argumentation in all classroom activity in order to support conceptual understanding in science. Previous research has reported details of specific immersive ABI approaches but has failed to summarise the characteristics common to all approaches categorised this way and the critical components underlying the learning environments supporting these approaches. This study identified common elements of immersive ABI learning environments through a systematic literature review of 16 existing approaches. Open and axial coding led to the identification of three categories of common elements, including student actions, teacher actions, and generative opportunities. Implications and potential steps to build further understanding of the common elements are discussed.

摘要

多个学科领域的教育举措要求学生参与辩论实践（CCSSI，2010a全国州长协会最佳实践中心和首席州立学校官员委员会。（共同核心标准倡议 (CCSSI)，2010a）。数学共同核心国家标准：数学实践。http://www.corestandards.org/Math/Practice/ [谷歌学术]，2010b全国州长协会最佳实践中心和首席州立学校官员委员会。（共同核心标准倡议 (CCSSI)，2010b）。 英语语言艺术的共同核心州标准：写作，9-10 年级。http://www.corestandards.org/ELA-Literacy/WHST/9-10/ [谷歌学术]；穆利斯和马丁，2017 Mullis, IV和Martin, MO（2017 年）。 TIMSS 2019 评估框架。国际教育成就评估协会。Herengracht 487，阿姆斯特丹，1017 BT，荷兰。 [谷歌学术]；NGSS 主要国家，2013 年 主要国家，NGSS（2013 年）。下一代科学标准：各州，各州。国家科学院出版社。 [谷歌学术]；经合组织，2018经济合作与发展组织（经合组织）。（2018 年）。让我们的青年为一个包容和可持续的世界做好准备：经合组织 PISA 全球能力框架。https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf。 [谷歌学术]）。在科学教育中，沉浸式基于论证的探究 (ABI) 是一种将论证整合到所有课堂活动中以支持科学概念理解的方法。先前的研究报告了特定沉浸式 ABI 方法的详细信息，但未能总结以这种方式分类的所有方法的共同特征以及支持这些方法的学习环境的关键组件。本研究通过对 16 种现有方法的系统文献回顾，确定了沉浸式 ABI 学习环境的共同要素。开放和轴向编码导致识别出三类常见元素，包括学生行为、教师行为和生成机会。