Discourse Analysis of the Arguments Developed in Model Rocketry Learning Environment (Pages: 144 -164)
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Abstract
The aim of this study was via discursive interactions to investigate solution patterns of prospective teachers when they face some ill-structured problems. In an authentic environment, model rocketry motion was applied. As a data collection tool, two open ended qualitative questions related with model rocketry in two conditions were used. In the first condition air friction was neglected and in the second one it was considered. Prospective teachers’ answers were tabulated and then redistributed to them in order to make them discuss with each other. Argumentation activities were carried out in this way and all the activities were video and audio recorded by two cameras. Discourse analysis of the collected data was performed in three steps, reading/classifying, interpretation and construction, to probe the intensity of dialogic and authoritative discourse in a university science class. It was concluded that prospective teachers were found they were developing solutions in an environment of social interaction. Prospective teachers tended to use a scientific language both when they were criticized or questioned and when they were asking questions about their and other prospective teachers’ ideas for the solution of an ill structured problem. As a conclusion, argumentation activities performed in authentic environments within learning communities which are in social interaction will help to find solutions for ill structured problems used for teaching physics. Clubs on model rocketry should be supported in schools to develop learning communities.
Keywords
Abstract
The aim of this study was via discursive interactions to investigate solution patterns of prospective teachers when they face some ill-structured problems. In an authentic environment, model rocketry motion was applied. As a data collection tool, two open ended qualitative questions related with model rocketry in two conditions were used. In the first condition air friction was neglected and in the second one it was considered. Prospective teachers’ answers were tabulated and then redistributed to them in order to make them discuss with each other. Argumentation activities were carried out in this way and all the activities were video and audio recorded by two cameras. Discourse analysis of the collected data was performed in three steps, reading/classifying, interpretation and construction, to probe the intensity of dialogic and authoritative discourse in a university science class. It was concluded that prospective teachers were found they were developing solutions in an environment of social interaction. Prospective teachers tended to use a scientific language both when they were criticized or questioned and when they were asking questions about their and other prospective teachers’ ideas for the solution of an ill structured problem. As a conclusion, argumentation activities performed in authentic environments within learning communities which are in social interaction will help to find solutions for ill structured problems used for teaching physics. Clubs on model rocketry should be supported in schools to develop learning communities.