Analysis of Argumentation and Questioning Patterns in Argument-Based Inquiry Classrooms

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dc.contributor.authorGunel, Murat
dc.contributor.authorKingir, Sevgi
dc.contributor.authorGeban, Omer
dc.date.accessioned2020-03-26T18:23:50Z
dc.date.available2020-03-26T18:23:50Z
dc.date.issued2012
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractThe purpose of this study was to analyze the argument-based inquiry approach implementations with respect to questioning in the classrooms. In addition, the study aimed to explore the relationship between levels of questioning and negotiation of ideas. The study was conducted with three teachers and 146 students. The video transcripts obtained from these teachers' classrooms were analyzed through discourse analysis. The findings indicated that teachers' questioning and implementation level are two crucial factors in starting and sustaining the negotiation of ideas in science classrooms. In addition, a relationship was detected among teachers' questioning patterns, number and type of questions generated by students. Finally, the talk moves used by the teacher facilitated students' talk and negotiation.en_US
dc.identifier.endpage330en_US
dc.identifier.issn1300-1337en_US
dc.identifier.issue164en_US
dc.identifier.startpage316en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12395/27738
dc.identifier.volume37en_US
dc.identifier.wosWOS:000303699300023en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isotren_US
dc.publisherTURKISH EDUCATION ASSOCen_US
dc.relation.ispartofEGITIM VE BILIM-EDUCATION AND SCIENCEen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectArgument-based inquiry approachen_US
dc.subjectdiscourse analysisen_US
dc.subjectnegotiationen_US
dc.subjectquestioningen_US
dc.titleAnalysis of Argumentation and Questioning Patterns in Argument-Based Inquiry Classroomsen_US
dc.typeArticleen_US

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