Student talk in the physics classroom

Abstract

Discussions engaging students in scientific argumentation by making use of evidence in decision-making activities promote structured student discourse. This study investigates the role of student talk in the physics classroom. A qualitative approach is employed in an action research implementing pedagogical strategies promoting argumentation with two Form 4 girls' Junior Lyceum classes. They participated in small-group discussions on a language task prior and subsequent to a twelve-week intervention incorporating four argument-based tasks. A colleague observed the pre- and post-intervention discussions, which were audio-recorded along with the ensuing group interviews. Throughout the research, I kept a reflective diary and collected student artefacts. Data were analysed using the constant comparative method, devising an analytical tool to determine the overall quality of argumentation exhibited in the pre- and post-intervention activities. Even though three groups did not exhibit overall improvement and no group attained high-quality argumentation, a shift towards a higher quality of argumentation resulted across the intervention; all groups improved in some of the analytical tool criteria. Student talk influenced learning as collective discourse served a socio-cognitive end. The discussions resulted in concept learning, meaningful transfer of learning, social construction of knowledge and improved metcognitive and argumentative skills. The pedagogical slraleg1es enhancing pupils' argumentative skllls Included the development of argument-based activities, collaborative settings, embedded instruction on argumentation and scaffolding of discussions. The study recommends providing students with opportunities for argumentative experiences, suggesting teachers to incorporate the teaching of argumentation in their lesson objectives. Science curricula that encourage and support argumentation must also be developed locally.