Education Publications
WebCT Dialogues on Particle Theory of Matter: Presumptive Reasoning Schemes
Document Type
Article
Publication Date
12-2005
Journal
Educational Research and Evaluation
Volume
11
Issue
6
First Page
561
Last Page
589
URL with Digital Object Identifier
https://doi.org/10.1080/13803610500264807
Abstract
Analysis of how science discourse takes place among students can provide us with in-depth information on the effectiveness of a chosen instructional approach and how well students understand scientific ideas. In our study, the unit on the particle theory of matter was taught with a construcdvist conceptual change inquiry approach to a group of middle years' students. The students' dialogues on the particle theory of matter, which took place on a web discussion board, were analyzed and then classified into types of dialogues. By studying the fi-equency of the types of dialogues based on the nature and circumstance of teaching and learning, we were able to develop 3 general categories (experiential, referential, provisional) of dialogues that can occur in science learning.
Notes
Article available at Educational Research and Evaluation, Vol. 11(6).
https://doi.org/10.1080/13803610500264807
© 2005 Taylor & Francis