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Dialogic Discourse in Science Classrooms: Discerning & Facilitating
Richard A. Duschl
Thursday, October 21, 2004, 12:00pm - 07:00pm
Rutgers University, Graduate School of Education
At the heart of any engagement in things scientific, is�developing a sense of what comes to count as evidence.� Evidence to support an explanation and/or evidence to put forth a persuasive argument.� My presentation will review several of my studies examining middle school level students (ages 10-13) argumentation and discourse processes in science.� I will begin with a review of various frameworks (e.g., Toulmin's Argumentation Pattern, Walton's Schemes for Presumptive Reasoning) used to analyze students' discourse.� Next, I will review philosophy of science and cognitive science perspectives that when applied to the design of curriculum instruction and assessment models can guide and support the development of epistemic communities in science classrooms.� Then, two studies examining students' dialogic discourse will be presented.� The focus of the research and presenation is to examine ways for defining and attaining epistemic goals in precollege science programs.