Chinese Journal of Science Education

Abstract

The purpose of this study was to explore the impact of a teacher’s question-positing on students’ performance of argumentation. The cooperating teacher, Mrs. Liu, is an experienced junior high school teacher of biology. During the period of observation, classes were videotaped and data were analyzed to investigate the patterns of question-positing that Mrs. Liu used to trigger and promote students’ argumentation. Data collection lasted for one semester, three times a week, and 50 tapes were collected. A graphic representation, modified from Toulmin’s model of argumentation, was used to represent the discourse among students and the teacher in the classes observed. A rubric was developed with detailed categories and definitions of the components of argumentation so the quality of argumentation could be assessed. Three patterns of question-positing were noted, claim-provided model, claim-optional model, and open model and each had its own advantages and disadvantages. In the claim-provided model, the direction of discussion was limited and, therefore, there was less room for rebuttal performed by students. In the open model, there was not a single fixed answer expected by the teacher and the discourse became complicated and raised more rebuttals. The claim-optional model was in between the other two. Regarding the quality of argumentation, the claim-provided model and open model had opposite results and the claim-optional model resulted in better quality of argumentation.

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