Analysis of Argumentation and Questioning Patterns in Argument-Based Inquiry Classrooms

Gunel M., KINGIR S., GEBAN Ö.

EGITIM VE BILIM-EDUCATION AND SCIENCE, vol.37, no.164, pp.316-330, 2012 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 37 Issue: 164
  • Publication Date: 2012
  • Journal Name: EGITIM VE BILIM-EDUCATION AND SCIENCE
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.316-330
  • Keywords: Argument-based inquiry approach, discourse analysis, negotiation, questioning, STUDENTS QUESTIONS, SCIENCE
  • TED University Affiliated: Yes

Abstract

The purpose of this study was to analyze the argument-based inquiry approach implementations with respect to questioning in the classrooms. In addition, the study aimed to explore the relationship between levels of questioning and negotiation of ideas. The study was conducted with three teachers and 146 students. The video transcripts obtained from these teachers' classrooms were analyzed through discourse analysis. The findings indicated that teachers' questioning and implementation level are two crucial factors in starting and sustaining the negotiation of ideas in science classrooms. In addition, a relationship was detected among teachers' questioning patterns, number and type of questions generated by students. Finally, the talk moves used by the teacher facilitated students' talk and negotiation.