‘Engaging in an argumentative discourse’- narratives from biology classrooms
Journal Title: European Journal of Science and Mathematics Education - Year 2015, Vol 3, Issue 1
Abstract
The present paper delves into the classroom dynamics of Biology classrooms taking into account teaching learning processes associated with some of the ethical issues in Biological Sciences. Argumentation and debate appear to be the major transactional approaches adopted by teachers for dealing with these issues. The classroom discourses emanating from teacher student conversations have been analysed on four planes, viz., ethical, social context, interactional context and personal agency of the teacher. Toulmin’s method of argument analysis has been used in order to analyse the level of arguments of both teachers and their students. The findings reveal significant differences on all the four planes at K?12 and Undergraduate levels and, have implications for building upon teachers’ pedagogical content knowledge (PCK) with respect to ethical issues.
Authors and Affiliations
Astha Saxena| Department of Education, University of Delhi, New Delhi, India, For Correspondence: saxena.astha2010@gmail.com, Alka Behari| Department of Education, University of Delhi, New Delhi, India
Keywords
Related Articles
- EP ID EP8051
- DOI -
- Views 389
- Downloads 27
Assessment of the implementation of continuous assessment: the case of METTU university
This paper examines the status of the implementation of continuous assessment (CA) in Mettu University. A random stratified sampling method was used to select 309 students and 29 instructors and purposive method used to...
The relationship between pre-service science teachers’ epistemological beliefs and preferences for creating a constructivist learning environment
The present study investigated the relationship between pre-service science teachers’ epistemological beliefs and perceptions of a constructivist learning environment. The Turkish version of Constructivist Learning Envir...
What’s natural about nature? deceptive concepts in socio-scientific decision-making
The conflicts between nature and nurture are brought to the fore and challenges socio-scientific decision-making in science education. The multitude of meanings of these concepts and their roles in societal discourses ca...
Mathematics for language, language for mathematics
The author discusses the balance and mutual influence of the language of instruction and mathematics in the context of CLIL, Content and Language Integrated Learning. Different aspects of the relationship of language and...
Why not start with quarks? Teachers investigate a learning unit on the subatomic structure of matter with 12-year-olds
This paper describes the second in a series of studies exploring the acceptance of the subatomic structure of matter by 12-year-olds. The studies focus on a novel learning unit introducing an atomic model from electrons...