This multiple case study investigated how six female elementary teachers' argumentation discourse patterns related to students' discussions in the science classroom. One category of classroom characteristics that emerged through the analysis of the teachers' transcripts and recorded class periods was structure of teacher and student argumentation.
Sungho Kim (The university of Iowa)
Brian Hand (The university of Iowa)
Saturday January 10, 2015 8:00am - 9:00am PST
Salon H
