Faculty Publications
Digging Deeper into Dialogic Feedback: Evaluating How Science Teachers Manage Uncertainty as a Predictor of Students’ Ability to Construct an Epistemically Sound Argument
Document Type
Article
Keywords
science education, argumentation, dialogic feedback, critical thinking
Journal/Book/Conference Title
World Journal of Educational Research
Volume
7
Issue
1
First Page
36
Last Page
51
Abstract
In this study, we examined the relationship between the use of two teachers’ dialogue feedback as an educational practice to promote evidence-based argumentation in middle school science lessons and the students’ ability to create scientific arguments in a standardized critical thinking exam. The teachers had an equal amount of training on Argument-Based Inquiry (ABI) and taught in a federally-identified low-income school. When the patterns of talk were analyzed, divergent themes emerged and feedback that promoted critique correlated with student achievement on the critical thinking exam.
Department
Department of Curriculum and Instruction
Original Publication Date
1-1-2020
DOI of published version
10.22158/wjer.v7n1p36
Recommended Citation
Kuhn, Mason and Pepanyan, Marine, "Digging Deeper into Dialogic Feedback: Evaluating How Science Teachers Manage Uncertainty as a Predictor of Students’ Ability to Construct an Epistemically Sound Argument" (2020). Faculty Publications. 5949.
https://scholarworks.uni.edu/facpub/5949
