Support for collective argumentation in integrated STEM: A study of elementary teachers' practice

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH School Science and Mathematics Pub Date : 2024-09-11 DOI:10.1111/ssm.18312

Jenna Menke, James Drimalla, Shaffiq N. Welji, Aida Alibek, Ngutor Tembe, Tim Foutz, AnnaMarie Conner

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Abstract

Argumentation is an important practice and an explicit goal in educational standards in multiple STEM disciplines. In this descriptive study of elementary teachers' practice, we draw on established frameworks to analyze teacher support for collective argumentation in integrated STEM. We watched over 100 h of video of classroom instruction from 10 elementary teachers and analyzed over 200 episodes of argumentation. We constructed an analytic methodology to categorize integrated STEM tasks, which draws on integrated STEM education literature and selected those teachers from our data who engaged their students in integrated STEM tasks, resulting in an in‐depth analysis of five teachers' practice. We found that the teachers supported students by contributing argument components, using a variety of questions and other supportive actions, and adapting their contributions and supports in different settings. Previous research on collective argumentation has been discipline specific; our study contributes an analysis of teacher support for collective argumentation in integrated STEM.

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在综合 STEM 中支持集体论证：小学教师实践研究

论证是一种重要的实践，也是多个 STEM 学科教育标准中的明确目标。在这项关于小学教师实践的描述性研究中，我们借鉴已有的框架，分析了教师在综合 STEM 中对集体论证的支持。我们观看了 10 位小学教师超过 100 小时的课堂教学视频，分析了 200 多个论证情节。我们借鉴综合 STEM 教育文献，构建了一种对综合 STEM 任务进行分类的分析方法，并从数据中选取了让学生参与综合 STEM 任务的教师，对五位教师的实践进行了深入分析。我们发现，教师们通过提供论证要素、使用各种问题和其他支持行动来支持学生，并在不同的环境中调整他们的贡献和支持。以往关于集体论证的研究都是针对具体学科的，而我们的研究则分析了教师在综合 STEM 中对集体论证的支持。

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来源期刊

School Science and Mathematics EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

9.10%

发文量