Teachers’ benefits of Using social Network analysis to promote scientific argumentation

• 발행기관: 한국교원대학교 뇌기반교육연구소
• 저자명: Suna Ryu
• 간행물 정보: 『Brain, Digital, & Learning』제7권 제1호, 1~8쪽, 전체 8쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2017.03.31

영문 초록

The purpose of this paper is to investigate whether and how teachers could benefit from using social network analysis (SNA) in their science classrooms to promote scientific argumentation. Twenty-seven teachers (13female, 14 male) participated in this study. The teachers developed SNA animation based on their scientific argumentation lessons. The main data sources, the teachers’ interpretations of SNA, peer feedback, and interviews with the teachers, were analyzed and triangulated. The findings suggested that the teachers were not only able to visualize and characterize changes in classroom interactions over time using SNA interpretation, but they were also able to reflect on and shift their instructional methods to foster argumentation. SNA can help teachers identify, reflect upon, and develop instructional means to foster argumentation by enhancing their understanding of classroom interactions and facilitating open discussions about their teaching practices.

목차

Introduction

Background

Method

Findings

Concluding Remarks

키워드

Social Network Analysis (SNA) Instructional strategy Scientific Argumentation