ABSTRACT

Purpose

An analysis of the relationship between discourse and cognition in the context of middle school science teaching is provided in this study. Teacher-led questions, cognitive demands and patterns of interaction were analysed for the discourse side of the study. The students’ argumentation quality was explored for the cognition side of the study.

Methods

Participants were an elementary science teacher and 19 seventh grade students. Socio-cultural discourse analysis was conducted in two phases: systematic observation (coding and counting) and episode analysis (contextual in-depth exploration).

Findings

The student-led argument quality was found to be reduced due to close-ended triadic dialogues when the teacher overtly displayed follow-up evaluations and follow-up explanations. The argument quality was fostered considerably when the teacher staged timely and relevant follow-up questions, since more dialogic space on the side of the students had been created. The students’ argumentations were observed at the highest levels when the teacher used low (e.g. understand) and high (e.g. analyse and evaluate) cognitively demanding questions together. These findings were also supported by the episode analysis, which aimed at representing the discursive-contextual compositions of the in-class implementations. The results showed that discourse (questions’ cognitive demands and patterns of interaction) and cognition (students’ argumentation quality) were found to be associated. Suggestions were made for science teachers and science teacher educators.

中文翻译：

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基于课堂话语分析的中学生议论文质量决定因素探究

摘要

目的

本研究分析了中学科学教学语境中话语与认知之间的关系。针对研究的话语方面，分析了教师引导的问题、认知需求和互动模式。研究的认知方面探讨了学生的论证质量。

方法

参与者是一名小学科学教师和 19 名七年级学生。社会文化话语分析分两个阶段进行：系统观察（编码和计数）和情节分析（上下文深入探索）。

发现

当教师公开展示后续评估和后续解释时，由于封闭式三元对话，学生主导的论证质量会降低。当老师提出及时且相关的后续问题时，论证质量得到了显着提高，因为已经为学生创造了更多的对话空间。当教师同时使用低（例如理解）和高（例如分析和评估）认知要求的问题时，学生的争论在最高水平上被观察到。这些发现也得到了情节分析的支持，情节分析旨在表示课堂实施的话语语境组合。结果表明，话语（问题的认知需求和互动模式）和认知（学生的论证质量）被发现是相关的。为科学教师和科学教师教育工作者提出了建议。