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A Framework for Analyzing Evidence-Based Reasoning in Science Classroom Discourse.

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Title: A Framework for Analyzing Evidence-Based Reasoning in Science Classroom Discourse.
Authors: Furtak, ErinMarie (AUTHOR), Hardy, Ilonca (AUTHOR), Beinbrech, Christina (AUTHOR), Shavelson, RichardJ. (AUTHOR), Shemwell, JonathanT. (AUTHOR)
Source: Educational Assessment. Jul-Dec2010, Vol. 15 Issue 3/4, p175-196. 22p. 1 Diagram, 8 Charts.
Subjects: Reasoning, Debate, Discourse, Evidence, Science ability testing, Teachers, Students, Ability
Abstract: This article adapts the Evidence-Based Reasoning (EBR) Framework (Brown, Furtak, Timms, Nagashima, & Wilson, this issue) to create a coding system for assessing argumentation in science classroom discourse. The instrument, Evidence-Based Reasoning in Science Classroom Discourse, is intended to provide a means for measuring the quality of EBR in whole-class discussions, capturing teachers' and students' co-constructed reasoning about scientific phenomena. This article describes the features of the instrument, illustrates how it can be applied to an instance of classroom discussion, explores its strengths and weaknesses, and makes recommendations for future analyses. It combines previous frameworks that focused on structure of arguments and epistemic quality with a framework for analyzing the teacher's contribution to reasoning to form a new analytic tool for assessing students' ability to construct evidence-supported arguments in science classroom discourse. [ABSTRACT FROM AUTHOR]
Copyright of Educational Assessment is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A Framework for Analyzing Evidence-Based Reasoning in Science Classroom Discourse.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Assessment%22">Educational Assessment</searchLink>. Jul-Dec2010, Vol. 15 Issue 3/4, p175-196. 22p. 1 Diagram, 8 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Reasoning%22">Reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Debate%22">Debate</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse%22">Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence%22">Evidence</searchLink><br /><searchLink fieldCode="DE" term="%22Science+ability+testing%22">Science ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink>
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  Data: This article adapts the Evidence-Based Reasoning (EBR) Framework (Brown, Furtak, Timms, Nagashima, & Wilson, this issue) to create a coding system for assessing argumentation in science classroom discourse. The instrument, Evidence-Based Reasoning in Science Classroom Discourse, is intended to provide a means for measuring the quality of EBR in whole-class discussions, capturing teachers' and students' co-constructed reasoning about scientific phenomena. This article describes the features of the instrument, illustrates how it can be applied to an instance of classroom discussion, explores its strengths and weaknesses, and makes recommendations for future analyses. It combines previous frameworks that focused on structure of arguments and epistemic quality with a framework for analyzing the teacher's contribution to reasoning to form a new analytic tool for assessing students' ability to construct evidence-supported arguments in science classroom discourse. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Assessment is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/10627197.2010.530553
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        Text: English
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      – SubjectFull: Reasoning
        Type: general
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      – SubjectFull: Discourse
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              Text: Jul-Dec2010
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