Maloney, Jane and Simon, Shirley (2006) Mapping Children's Discussions of Evidence in Science to Assess Collaboration and Argumentation. International Journal of Science Education, 28 (15). pp. 1817-1841. ISSN 1464-5289 (electronic) 0950-0693 (paper)
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Abstract
The research reported in this paper concerns the development of children's skills of interpreting and evaluating evidence in science. Previous studies have shown that school teaching often places limited emphasis on the development of these skills, which are necessary for children to engage in scientific debate and decision-making. The research, undertaken in the UK, involved four collaborative decision-making activities to stimulate group discussion, each was carried out with five groups of four children (10-11 years old). The research shows how the children evaluated evidence for possible choices and judged whether their evidence was sufficient to support a particular conclusion or the rejection of alternative conclusions. A mapping technique was developed to analyse the discussions and identify different "levels" of argumentation. The authors conclude that suitable collaborative activities that focus on the discussion of evidence can be developed to exercise children's ability to argue effectively in making decisions.
| Item Type: | Article |
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| Additional Information: | This is an electronic version of an article published in Maloney, Jane and Simon, Shirley (2006) Mapping Children's Discussions of Evidence in Science to Assess Collaboration and Argumentation. International Journal of Science Education, 28 (15). pp. 1817-1841. International Journal of Science Education is available online at: http://www.informaworld.com/10.1080/09500690600855419 |
| Subjects: | Departments > Geography, Enterprise, Mathematics and Science |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 16 Oct 2009 15:30 |
| Last Modified: | 26 Jun 2012 22:23 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/650 |
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