Epistemic practice to improve elementary students' construction of scientific arguments: A case analysis of the effects caused by commenting on peers' arguments using epistemic criteria

[Speaker] Sakamoto, Miki:1
[Co-author] Yamaguchi, Etsuji:1
1:Kobe University (Japan)

This study examines how epistemic practice contributes to improvement in scientific argument construction. In this study, epistemic practice included instruction of epistemic criteria, argument construction, and reciprocal review. Thirty-eight fifth-graders' repeated the practice four times. To examine the effects caused by commenting on peers' arguments using epistemic criteria, we analyzed students' comments in reciprocal reviews. We also scored the argument construction tasks conducted before and after the practice. We extensively analyzed four students that showed progress in their argument score from pre- to post-test. Two of them had shown a gradual increase in comments regarding epistemic criteria. This showed that commenting on peers' arguments directly related to improved argument construction in the post-test. However, the other two did not increase such comments. These cases suggest the possibility that receiving reviews from their partners influenced their argument construction. The relationship between epistemic practice and scientific argument construction was also discussed.
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