ARGUMENTATION IN PEER-GUIDED VERSUS TEACHER-GUIDED GROUP DISCUSSIONS

Year 2014, Volume: 1 , 311 - 315, 01.09.2014

Nurcan Cansız , Mustafa Cansız

Abstract

This
study investigated argumentation patterns resulting in teacher-guided and
peer-guided group discussions on four socioscientific-issues (SSI). Two groups,
each including five students from grade 7, studied on a different SSI during
four weeks. Discussions within both groups were observed, videotaped, and
analyzed qualitatively. After four weeks, group interviews were conducted. The results showed that
teacher-guided group presented more complex argumentation patterns than
peer-guided group. Both groups supported their claims with scientific and
non-scientific evidence. But teacher-guided group presented the evidence
deeply. The results suggested that teachers should have the related pedagogical
skills to put argumentation into practice and to explore the students’ skills
in constructing arguments in the context of SSI. The implications for science
educators and researchers were discussed

Keywords

teacher, ARGUMENTATION, DISCUSSION

References

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