Students' dialogic and justifying moves during dialogic argumentation in mathematics and physics

Hähkiöniemi, Markus; Hiltunen, Jenna; Jokiranta, Kaisa; Kilpelä, Jonathan; Lehesvuori, Sami; Nieminen, Pasi

doi:10.1016/j.lcsi.2022.100608

Cited by 6 publications

(6 citation statements)

References 16 publications

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“…As an alternative, this study uses a coding scheme developed by Hähkiöniemi et al (2022). This coding analyzes if students back up claims using justifying moves, divided into describing support (DS) and articulating reasoning (AR), as shown in Table 2.…”

Section: Student Contributions In Argumentative Discussionmentioning

confidence: 99%

“…Finally, in order to assess if student argumentation qualifies as dialogic argumentation, we examined if students engaged with other students' justifications by using actions like challenging, elaborating, questioning, or any other responses that directly refer to the justifications or evidence presented by other students. As this study focuses more on the actions of the teacher, we did not produce codes to examine the dialogic elements of student argumentation separately, as described by Hähkiöniemi et al, 2022 as "dialogic moves. "…”

Section: Student Contributions In Argumentative Discussionmentioning

confidence: 99%

“…Within that knowledge may lie implicit understandings or justifications that are not clearly stated. Dialogic argumentation, however, entails specifically the social aspect of examining not only what is known but how that knowledge relates to a conclusion or justification of a claim (Hähkiöniemi et al, 2022).…”

Section: A90mentioning

confidence: 99%

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Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches

Kilpelä

Hiltunen

Hähkiöniemi

et al. 2023

Dialogic Pedagogy Journal

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The purpose of this study is to investigate how teachers use different types of discourse to support dialogic argumentation. Dialogic argumentation is a collaborative process in which students construct arguments together and examine arguments presented by their peers. Science teachers can use argumentation as a vehicle to help students gain a working understanding of science content and the nature of science and its practices. Whole-class closing discussions from video-recorded lessons are analyzed to study the discourse used to support argumentation by two physics teachers in lower secondary schools. Analysis of discourse includes coding of communicative approach at the episode level and coding of teacher roles of questioning at the level of speaking turns. Student argumentation is also assessed on the basis of dialogicity and complexity of arguments. Findings characterize different ways of orchestrating argumentative discussions. Authoritative episodes were characterized by the presence of the dispenser role, with teachers retaining ownership over ideas and classroom activities to emphasize the correctness of a justification. Dialogic episodes of classroom interaction showed openness to student perspectives, but teachers’ use of questioning roles revealed different ways of orchestrating argumentative discussions. The moderator role granted ownership of ideas to students to either pursue a single student’s argument in more depth or to directly contrast opposing justifications. Less commonly used were the roles of coach and participant, which teachers used to elicit student justifications in more depth or support students in examining the arguments of their peers. Examination of discourse using multiple frameworks revealed differences in teachers’ values and the impact of the use of teacher questioning roles on student contributions to argumentative discussions.

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Section: Student Contributions In Argumentative Discussionmentioning

confidence: 99%

Section: Student Contributions In Argumentative Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches

Kilpelä

Hiltunen

Hähkiöniemi

et al. 2023

Dialogic Pedagogy Journal

Self Cite

View full text Add to dashboard Cite

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“…Although argumentation is more preferred in the field of science education, argumentation method is also used in mathematics education. Mathematics and science education researchers have reported their research by using the Toulmin Model in the analysis process of argumentation-based education (Hähkiöniemi et al, 2022). stated that argumentation in mathematics education has two meanings: (i) mathematical arguments produced by both students and teachers in mathematics classes, and (ii) arguments put forward by mathematics education researchers to demonstrate the adequacy of mathematics learning and teaching in various contexts.…”

Section: Introductionmentioning

confidence: 99%

Türkiye’de Matematik Eğitimi Alanında Toulmin Argümantasyon Modeli’nin Kullanıldığı Lisansüstü Tezlerin İncelenmesi

ADAL>

2023

Uluslararası Alan Eğitimi Dergisi

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The aim of this study is to examine the theses published in the field of mathematics education in Turkey in which Toulmin Argumentation Model was used. It has been analyzed how the prepared theses were distributed in terms of publication year-type, publication language, institute, university, keywords, aims and target audience. In this study conducted by document analysis method, 23 theses in the field of mathematics education, covering a total of 12 years until the end of 2022 without considering any start date, from the theses open to access in the National Thesis Center database of the Council of Higher Education (YÖK) were analyzed. The obtained studies were subjected to descriptive analysis and the analyzed data were presented in tables with frequency and percentage values. Within the scope of the research, some basic results were reached such as; argumentation studies using Toulmin Model in mathematics education have been studied more intensively from the past to the present, Turkish studies are conducted more frequently than English studies in terms of publication language, studies conducted at the doctoral level at the level of institutes are more or equal to the studies conducted at the master's level, university students and secondary school students are preferred more intensively in the selection of the target audience. This study aims to guide the studies that center on the Toulmin Argumentation Model in mathematics education. In addition, it is thought to contribute to the researchers to see the concentration or deficiencies in the field and to encourage the filling of the gap in the field by conducting applications with different study groups rather than working with the same study groups.

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“…It is a main element of the generalization process (Liang, 2020). Justification is a disciplined process that serves various functions, including verification of arguments, clarification or supplies of knowledge into a result or phenomena, and organizing information (Bell & 1976(Bell & , 1976Cioe et al, 2015;De Villiers, 2002;Hähkiöniemi et al, 2022;Matapereira & Ponte, 2017). Each field of study dicipline (and society) has its own criterias for establishing a hypothesis or theory as a (working) truth, as well as its own standards for what constitutes justification (Staples et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Promoting Mathematical Justification Through Realistic Mathematics Education Classroom

Sarumaha

Rizkianto

2022

jptk

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The importance of mathematical justification in all classrooms is emphasized by reform movements in mathematics education. However, previous studies reveal that encouraging justification in mathematics classes is troblesome for mathematics teachers at all school levels. This present study is aimed to find out how justification help students to develop their mathematical understandings. To answer this question, we first determined the role of justification in teaching and learning process and how good students in justifying their answers. Design research was chosen as an appropriate mean to achive that goal. The study was conducted in a state university in Yogyakarta involving four students from fifty-one students as our focus group and one of researchers as a lecturer. Justification was the focus on this study and to promote it we chose RME as an approach that served as a learning environment. In this study, all data collected from classroom observation, group observation, students’ works, video recordings, field notes during teaching experiment, and students’ final writen test. Students’ works then analyzed using a justification rubric and describe thoroughly by considering other data collected during teaching learning process. The study revealed that there were some roles of justification in RME classroom, namely encouraged conceptual understanding, supported mathematical skill, promoted long lasting skill, and influenced social relationship. In this study, most students in our focus group have already made a good justification which was assessed by the points in the CLEAR rubric. Students wrote their solutions equipped by signs or simbols, made labels, used a complete sentence to answer the question, and elaborated procedures throroughly

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Students' dialogic and justifying moves during dialogic argumentation in mathematics and physics

Cited by 6 publications

References 16 publications

Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches

Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches

Türkiye’de Matematik Eğitimi Alanında Toulmin Argümantasyon Modeli’nin Kullanıldığı Lisansüstü Tezlerin İncelenmesi

Promoting Mathematical Justification Through Realistic Mathematics Education Classroom

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