Evidence-based dialogue maps as a research tool to investigate the quality of school pupils' scientific argumentation

Okada, A; Shum, SB

Evidence-based dialogue maps as a research tool to investigate the quality of school pupils' scientific argumentation

Okada, A Shum, SB

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Publication Type:: Journal Article
Citation:: International Journal of Research and Method in Education, 2008, 31 (3), pp. 291 - 315
Issue Date:: 2008-10-22

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Field	Value	Language
dc.contributor.author	Okada, A	en_US
dc.contributor.author	Shum, SB https://orcid.org/0000-0002-6334-7429	en_US
dc.date.issued	2008-10-22	en_US
dc.identifier.citation	International Journal of Research and Method in Education, 2008, 31 (3), pp. 291 - 315	en_US
dc.identifier.issn	1743-727X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/29646
dc.description.abstract	This pilot study focuses on the potential of Evidence-based Dialogue Mapping as a participatory action research tool to investigate young teenagers' scientific argumentation. Evidence-based Dialogue Mapping is a technique for representing graphically an argumentative dialogue through Questions, Ideas, Pros, Cons and Data. Our research objective is to better understand the usage of Compendium, a Dialogue Mapping software tool, as both (1) a learning strategy to scaffold school pupils' argumentation, and (2) as a method to investigate the quality of their argumentative essays. The participants were a science teacher-researcher, a knowledge mapping researcher and 20 pupils, 12-13 years old, in a summer science course for 'gifted and talented' children in the UK. This study draws on multiple data sources: discussion forum, science teacher-researchers' and pupils' Dialogue Maps, pupil essays and reflective comments about the uses of mapping for writing. Through qualitative analysis of two case studies, we examine the role of Evidence-based Dialogue Maps as a mediating tool in scientific reasoning: as conceptual bridges for linking and making knowledge intelligible; as support for the linearization task of generating a coherent document outline; as a reflective aid to rethinking reasoning in response to teacher feedback; and as a visual language for making arguments tangible via cartographic conventions.	en_US
dc.relation.ispartof	International Journal of Research and Method in Education	en_US
dc.relation.isbasedon	10.1080/17437270802417184	en_US
dc.subject.classification	Education	en_US
dc.title	Evidence-based dialogue maps as a research tool to investigate the quality of school pupils' scientific argumentation	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	31	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	31	en_US

Abstract:

This pilot study focuses on the potential of Evidence-based Dialogue Mapping as a participatory action research tool to investigate young teenagers' scientific argumentation. Evidence-based Dialogue Mapping is a technique for representing graphically an argumentative dialogue through Questions, Ideas, Pros, Cons and Data. Our research objective is to better understand the usage of Compendium, a Dialogue Mapping software tool, as both (1) a learning strategy to scaffold school pupils' argumentation, and (2) as a method to investigate the quality of their argumentative essays. The participants were a science teacher-researcher, a knowledge mapping researcher and 20 pupils, 12-13 years old, in a summer science course for 'gifted and talented' children in the UK. This study draws on multiple data sources: discussion forum, science teacher-researchers' and pupils' Dialogue Maps, pupil essays and reflective comments about the uses of mapping for writing. Through qualitative analysis of two case studies, we examine the role of Evidence-based Dialogue Maps as a mediating tool in scientific reasoning: as conceptual bridges for linking and making knowledge intelligible; as support for the linearization task of generating a coherent document outline; as a reflective aid to rethinking reasoning in response to teacher feedback; and as a visual language for making arguments tangible via cartographic conventions.

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http://hdl.handle.net/10453/29646