Education Publications

Title

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

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