'I can change your opinion on that': social constructivist whole class discussions and their effect on scientific reasoning

This paper advances an intervention model for effective whole class discussions based on the Philosophy for Children program, and reports on a year long study of its application, focusing on the development of scientific reasoning. The evaluation uses a quantitative pretest/post- test measure of sci...

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Bibliographic Details
Published inResearch in science education (Australasian Science Education Research Association) Vol. 28; no. 4; pp. 463 - 480
Main Author Sprod, Tim
Format Journal Article
LanguageEnglish
Published 1998
Subjects
Cognitive skills
Constructivism (Learning)
Curriculum Implementation
Discourse Modes
Discussion (Teaching technique)
England (Oxfordshire)
Foreign Countries
Intermediate Grades
Middle Schools
Philosophy for Children (Lipman)
Science Instruction
Scientific Attitudes
Scientific concepts
Scientific Methodology
Social constructivism
Thinking Skills
United Kingdom (England)
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Summary:This paper advances an intervention model for effective whole class discussions based on the Philosophy for Children program, and reports on a year long study of its application, focusing on the development of scientific reasoning. The evaluation uses a quantitative pretest/post- test measure of scientific reasoning using science reasoning tasks, and qualitative analysis of four transcripts at the utterance, epistemic episode and thematic levels.
Bibliography:Research in Science Education; v.28 n.4 p.463-480; 1998
Includes bibliographical references.
ISSN:0157-244X
1573-1898
DOI:10.1007/BF02461510