Enhancing Dialogic Argumentation in Mathematics and Science
Lehesvuori, S., Hähkiöniemi, M., Jokiranta, K., Nieminen, P., Hiltunen, J., & Viiri, J. (2017). Enhancing Dialogic Argumentation in Mathematics and Science. Studia Paedagogica, 22(4), 55-76. https://doi.org/10.5817/SP2017-4-4
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Studia PaedagogicaAuthors
Date
2017Discipline
Koulutuksen tutkimuslaitosMatematiikka ja luonnontieteetFinnish Institute for Educational ResearchMatematiikka ja luonnontieteetCopyright
© the Authors & Studia Paedagogica, 2017. This is an open access article published by Filozofická fakulta in Masarykova univerzita.
This paper reports on a teacher professional development (PD) programme addressing dialogic argumentation
in mathematics and science classrooms. While argumentation skills are becoming more and more important
in an increasingly polarised society, the social aspect of argumentation is often neglected in secondary education.
Moreover, it is agreed that genuine argumentation requires time and space in classroom dialogue. There have
been calls for research delving into how teachers could be familiarised with dialogic argumentation so that
they could foster such dialogue in students. The described PD programme features versatile and continuous
cooperation between scholars and participating teachers. The scholars are offering educational science’s latest
knowledge to schools while the teachers are ensuring that it is implemented in a successful and sensible manner.
Monthly recorded lessons related to the programme take place in three phases: pre-active (planning), interactive
(teaching), and post-active (evaluating and reflecting). Six teachers, teaching both mathematics and physics
at lower-secondary schools, are involved in the two-year programme. In addition to discussing our PD
programme, we present preliminary results on the initial status of all six teachers and the development of two
case teachers. Analysis of lesson videos and teacher reflections has revealed varying starting points for teachers’
PD and dialogic argumentation, especially when it comes to teacher awareness. The implications for pre- and
in-service teacher education are also discussed.
...
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Masarykova univerzita, Filozofická fakultaISSN Search the Publication Forum
1803-7437Keywords
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https://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/view/1694/1910Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/27900961
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