Little is known about the integration of social-emotional learning (SEL) with science instruction. We used a sequential mixed-methods design to examine (1) how fourth graders use argumentation practices and social gestures in science class and (2) how argumentation practices and social gestures differ between intervention and comparison classrooms. Intervention classrooms implemented Connect Science. Fourteen student conversations in seven classrooms were coded for argumentation practices (i.e., claims, evidence, and questions) and social gestures (i.e., agreement, disagreement, assertive speech, and prosocial speech). Across all classrooms, science conversations were most productive when students used social gestures to support use of argumentation practices. Without social gestures, conversations were disconnected or highly assertive. Proportionally, Connect Science students discussed science content more and discussed logistics less than comparison students. Findings include recommendations for conditions (i.e., SEL instruction, science reference materials, and time) to enhance scientific discourse and argumentation in elementary school classrooms.

中文翻译：

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“因为太阳真的没有那么大”

人们对社会情感学习 (SEL) 与科学教学的整合知之甚少。我们使用顺序混合方法设计来检查 (1) 四年级学生如何在科学课上使用论证实践和社交手势，以及 (2) 干预和比较课堂之间的论证实践和社交手势有何不同。干预教室实施了 Connect Science。七个教室中的十四个学生对话被编码为论证实践（即主张、证据和问题）和社会姿态（即同意、不同意、自信的言论和亲社会的言论）。在所有教室中，当学生使用社交手势来支持使用论证实践时，科学对话的效率最高。如果没有社交手势，对话就会中断或高度自信。按比例，Connect Science 学生与比较学生相比，更多地讨论科学内容，更少地讨论物流。调查结果包括对条件（即 SEL 教学、科学参考资料和时间）的建议，以加强小学课堂中的科学论述和论证。