Expanding Higher-Order Thinking Skills through Academically Productive Talk in the Middle School Science Classroom
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| Title: | Expanding Higher-Order Thinking Skills through Academically Productive Talk in the Middle School Science Classroom |
|---|---|
| Language: | English |
| Authors: | Jennifer Winsor |
| Source: | New England College Journal of Applied Educational Research. 2025 5:79-113. |
| Availability: | New England College. 98 Bridge Street, Henniker, NH 03242. Tel: 603-428-2000; e-mail: jaer@nec.edu; Web site: https://www.nec.edu/research/nec-jaer |
| Peer Reviewed: | N |
| Page Count: | 35 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Thinking Skills, Skill Development, Classroom Communication, Middle School Students, Urban Schools, Accountability, Science Education, Science Process Skills, Abstract Reasoning, Evidence, Sentences, Discourse Analysis |
| ISSN: | 2836-8339 |
| Abstract: | In this small, mixed methods pilot study twenty-three 5th graders and two 6th graders from a large, urban middle school in the Northeast United States were given Accountable Talk (AT) sentence stems to use during a series of academically productive talk (APT) in their science classrooms over a 2-week period in the Spring of 2024. The goal of the study was to assess whether and how ATP, the independent variable, might lead to higher-order thinking (HOT), the dependent variable, an area of great focus within our school district and something which I believe is essential for success in life. I observed and recorded student discussions, and later evaluated the data using a higher-order thinking coding tool. Students were also given a CERtype (claim, evidence, reasoning) assessment at the conclusion of the intervention, which was compared against a similar assessment given to them in October 2023. The observed participants and two participating teachers were interviewed at the end of the study to triangulate quantitative results. While the study yielded modest quantitative results, a connection was made between the quality of the questions asked by the teachers and students' use of HOT in their discussions and their CERs. The 6th grade students demonstrated higher rates of HOT versus the 5th grade students, who had received less robust discussion questions, though the 5th students made more progress during the study than did the 6th grade students. From the results of this pilot study, I have recommended continued research into the important connection between student academically productive talk and higher-order thinking in our school. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1462935 |
| Database: | ERIC |
| Abstract: | In this small, mixed methods pilot study twenty-three 5th graders and two 6th graders from a large, urban middle school in the Northeast United States were given Accountable Talk (AT) sentence stems to use during a series of academically productive talk (APT) in their science classrooms over a 2-week period in the Spring of 2024. The goal of the study was to assess whether and how ATP, the independent variable, might lead to higher-order thinking (HOT), the dependent variable, an area of great focus within our school district and something which I believe is essential for success in life. I observed and recorded student discussions, and later evaluated the data using a higher-order thinking coding tool. Students were also given a CERtype (claim, evidence, reasoning) assessment at the conclusion of the intervention, which was compared against a similar assessment given to them in October 2023. The observed participants and two participating teachers were interviewed at the end of the study to triangulate quantitative results. While the study yielded modest quantitative results, a connection was made between the quality of the questions asked by the teachers and students' use of HOT in their discussions and their CERs. The 6th grade students demonstrated higher rates of HOT versus the 5th grade students, who had received less robust discussion questions, though the 5th students made more progress during the study than did the 6th grade students. From the results of this pilot study, I have recommended continued research into the important connection between student academically productive talk and higher-order thinking in our school. |
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| ISSN: | 2836-8339 |
