Argumentation in Whole-Class Teaching and Science Learning

摘要: Peers’ discussion of contradictory ideas has been proven to promote students’ learning. Some empirical evidence sug gests that whole-class argumentation similar benefits, but there is no clarity yet on whether accounts for this effect. This study aimed at testing the effects different aspects science A non-probabilistic sample 220 students (aged 10 11 years) from 18 public schools in Santiago, Chile, participated study. Eleven teachers delivered lessons according a teaching programme especially developed foster (intervention group) and 7 their usual way (control group). Students were assessed individually using pre- post-measures learning, argumentative skills attitudes toward science. The two formers tests latter was questionnaire. Lessons videotaped. Factorial analysis linear regression conducted. Results showed 2 factors predict portion variance learning: one factor composed justificatory utterances other counter-arguments. These results suggest contradiction among peers not only aspect classroom prompts