Stacking up against alternative conceptions: using Uno cards to introduce discourse and argumentation

Dunac, Patricia S.; Demir, Kadir

doi:10.1088/0031-9120/48/6/736

Cited by 5 publications

(6 citation statements)

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“…Decades ago, A Nation at Risk identified a nationwide decline in science scores on national assessments and expressed serious concern about the state of science education and the potential for future generations of students to never fully develop scientific literacy (Gardner, Larsen, Baker, Campbell, & Crosby, ). This prompted increasing attention to the way science is taught and learned in classrooms, with student‐centered approaches, particularly inquiry‐based learning and recent attention to scientific practices (e.g., Demir & Ellett, ; Dunac & Demir, ; National Research Council [NRC], ; Zachos, Hick, Doane, & Sargent, ), attempting to increase both student engagement and achievement. However, recent reports have indicated that science classrooms are still not providing opportunities for students to engage in authentic scientific practices (National Science Board, ).…”

Section: Introductionmentioning

confidence: 99%

Modeling strategies enhanced by metacognitive tools in high school physics to support student conceptual trajectories and understanding of electricity

2018

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Modeling is considered an important scientific practice, and modeling instruction has the potential to support conceptual change in students in physics. However, when students are not taught how to think about modeling, and how to develop and use models, the learning potential of modeling may be limited. This paper argues that the use and explicit teaching of metacognitive tools like interactive questioning and individual reflection increase students' ability to use and make sense of models. We present a sequence of activities incorporating metacognitive tools with a variety of models (mental, physical, simulated, and mathematical) in a high school physics unit of electricity. Using data from classroom observations, individual student reflections, group-created posters, and classroom discussion, we found evidence to demonstrate the complicated nature of conceptual change, the importance of using a variety of different representations (models) of a phenomenon, and the critical role of the teacher in learning. Teachers need to be aware of this process and able to give students the time they need to fully explore and develop multiple models and support to think critically about models. Although many classrooms are limited in time, this process is necessary to move beyond rote memorization toward meaningful conceptual change.

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Section: Introductionmentioning

confidence: 99%

Modeling strategies enhanced by metacognitive tools in high school physics to support student conceptual trajectories and understanding of electricity

2018

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“…The pattern of individual participation will increase. In some situations, the teacher encourages students to explain, using their language, the concept of energy transformation with the help of the TAP framework (Dunac & Demir, 2013). Argumentation skills by analyzing the results of essay tests on a controversial topic, namely pollution.…”

Section: Discussionmentioning

confidence: 99%

Research on Bibliometric Analysis of Toulmin's Argument Pattern (TAP) in Learning Physics in the Last Ten Years

Admoko,

Arizah,

Suprapto

et al. 2023

Int. J. Curr. Educ. Res.

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Objective: Toulmin's Argument Pattern (TAP) is the most widely used argumentation pattern and was first used in science education. TAP has a significant contribution as literature in explaining the concept of argumentation. This study aims to identify the contribution and describe the research profile of applying TAP in physics education during the last ten years. Method: The method used in this research is a bibliometric analysis based on Scopus data with the help of MS Excel and VOSviewer. The results of this study obtained 67 documents related to TAP. Results: Based on the results of bibliometric data visualization related to TAP, 4 clusters (1) discuss TAP focused on learning processes and activities in the classroom. (2) the application of TAP focused on assessing argumentation and critical thinking skills (3) TAP was associated with the identification of the components of scientific argumentation (4) TAP related to contextual problem-solving in improving scientific literacy. Novelty: Physics is the subject that appears the most in research related to the use of TAP, among other science subjects. Based on the results of this study, TAP has several contributions to physics learning in improving students' argumentation skills so that it can be an opportunity for further research. That way, the next one will be able to discuss more deeply related to the TAP, which is applied to physics learning to improve argumentation and critical thinking skills.

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“…Ethnicity: 2011 (Provasnik et al, 2012, p. 58) Because research shows that most students of color reside in urban areas 2008), urban teachers of students of color have to balance the push for improvement in standardized test scores with what they believe is the true essence of learning science Demir, 2013;Li, Klahr, & Siler, 2006).…”

Section: Figure 2 Average Science Scores Of Usmentioning

confidence: 99%

“…Average science scores of U.S. 8 th grade students, by Race/ (Provasnik et al, 2012, p. 58) Because research shows that most students of color reside in urban areas hers of students of color have to balance the push for improvement in standardized test scores with what they believe is the true essence of learning science Demir, 2013;Li, Klahr, & Siler, 2006). It is important to note that when researchers dig into the literature they find that academic achievement data reflects the Eurocentric view of learning, where meaning is fixed and others with opposing views bring little to the science .…”

Section: Timssmentioning

confidence: 99%

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Negotiating White science in a racially and ethnically diverse United States

Dunac

Demir

2016

Educational Review

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Scholars have empirically examined, rigorously developed, and analyzed various strategies to increase teachers' capacity to reach students of color. These instructional strategies and philosophies include the study of multicultural education, teaching for social justice, and theorizing the connection between school and home life. While these instructional strategies highlight the need for a more inclusive approach, they do not center race enough. Culturally Relevant Pedagogy (CRP) is the pedagogical, content, and cultural knowledge a teacher exhibits (Ladson-Billings, 1995). CRP does not explicitly problematize race; yet the theory and praxis of CRP should include a critical analysis of race and racism. As an alternative framework that centers on race, researchers have begun to use Critical Race Theory (CRT) to explore aspects of race and racism in the teaching and learning realm. This qualitative case study examined how teachers make sense of their own racial selves in relation to teaching students from different racial backgrounds? (Yin, 2008). Data collection included semi-structured interviews as the primary source of data. Classroom observations and researcher memos served as secondary sources of data (Seidman, 2005;Hatch, 2002; Prior, 2003). According to critical race theorists, narratives are essential when gathering vital sources of information, in that they make the social realities of people of color, as influenced by racism, observable to the world ). As such, CRT was used to identify whether there were any influences of the students' racial identities on the teachers' development and implementation of culturally responsive practices. The analysis revealed that: (1) teachers' explicit confrontation with/of "otherness" as White female teachers and their critical awareness of societal influences on students of color presented more opportunities to be race-conscious and directly address institutional racism; and (2) teachers' critical awareness of explicit and implicit power structures and how these relationships are embedded in a "hidden curriculum" influenced their beliefs and instructional practices. These findings communicate the significance of White female teachers understanding of issues specific to urban schools, and their efforts to find ways to remedy those issues to make learning meaningful, purposeful, and authentic for students of color.

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Stacking up against alternative conceptions: using Uno cards to introduce discourse and argumentation

Cited by 5 publications

References 5 publications

Modeling strategies enhanced by metacognitive tools in high school physics to support student conceptual trajectories and understanding of electricity

Modeling strategies enhanced by metacognitive tools in high school physics to support student conceptual trajectories and understanding of electricity

Research on Bibliometric Analysis of Toulmin's Argument Pattern (TAP) in Learning Physics in the Last Ten Years

Negotiating White science in a racially and ethnically diverse United States

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