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Students' Forms of Dialogue When Engaged with Contemporary Biological Research: Insights from University and High School Students' Group Discussions

Levinson, R; Hadjicosti, I; Korfiatis, K; Price, S; (2022) Students' Forms of Dialogue When Engaged with Contemporary Biological Research: Insights from University and High School Students' Group Discussions. Research in Science Education , 52 pp. 1525-1544. 10.1007/s11165-021-09989-3. Green open access

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Abstract

Classroom dialogues have special educational value because they allow students to engage critically but constructively with each other’s ideas, solve scientific problems jointly and develop their scientific understanding. The present study focuses on how groups of twelfth-grade high school and university students communicate and co-operate through dialogue to solve a biological problem they have not encountered before. The specific research questions are as follows: (a) What are the dialogic structures that help students construct scientific explanations? (b) How does prior scientific knowledge support student dialogue in constructing explanations? A coding scheme was developed inductively for the analysis of participants’ utterances. We use illustrative exemplars from participants’ dialogues to discuss those aspects which might support explanatory reasoning. We focus on reasoned attention for contending opinions and striving for consensus that characterise cases of constructive dialogue. We also discuss observed objections and disagreements as triggering factors for constructive alternative explanations. Finally, we discuss the evidence showing that while prior knowledge supports student reasoning it can also hinder the ability of students to think in a creative way.

Type: Article
Title: Students' Forms of Dialogue When Engaged with Contemporary Biological Research: Insights from University and High School Students' Group Discussions
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/s11165-021-09989-3
Publisher version: https://doi.org/10.1007/s11165-021-09989-3
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Life Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Life Sciences > Div of Biosciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Life Sciences > Div of Biosciences > Cell and Developmental Biology
URI: https://discovery.ucl.ac.uk/id/eprint/10119340
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