The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, 2020
The Critical Questions Model of Argument Assessment (CQMAA) poses questions for evaluating argume... more The Critical Questions Model of Argument Assessment (CQMAA) poses questions for evaluating arguments. Seven secondary science teachers completed a year-long professional learning program on using the CQMAA with argument pedagogy. Participants designed and implemented three argument-based lessons. We surveyed (pre/post) teacher and student confidence with using argument pedagogy; students also completed a test assessing their use of critical questions (CQs). We found improvements in teacher and student confidence, and students also became better at critiquing premises (especially analogies). Results regarding evidence critiques and considering alternative explanations were mixed. Also, the teachers reported that the critical questions (CQs) deepened students’ reasoning, but some CQs were more useful than others. The research suggests that developing teachers’ pedagogical content knowledge regarding scientific argumentation is a lengthy process, and that more (video) examples of expert teachers using argument pedagogy are needed, but the CQs are useful tools for both teachers and students.
This study investigated the dynamic interaction of second language motivation and emotional exper... more This study investigated the dynamic interaction of second language motivation and emotional experience for Chinese learners of English in four different contexts: (1) those in China with little or no intention of learning the language for communicative purposes; (2) those in China intending to study abroad; (3) those studying abroad in North America; and (4) those who had returned to China after studying abroad. Data included interviews with representatives from the different contexts. Analysis focused on Vygotsky’s concept of perezhivanie, or how Chinese learners of English experienced their learning environments cognitively and affectively as leading to goals and goal-directed activity across their English learning experiences. Differences among learners both across groups and within the same group were found for how motivation shapes experience and how experience shapes motivation in the process of second and foreign language learning.
Abstract This study examines language in conjunction with co-speech gesture awareness and use in ... more Abstract This study examines language in conjunction with co-speech gesture awareness and use in relation to second language development, and as linked to identity-in-the-making for four Chinese international graduate students attending an American university in the U.S. Data collection took place at two different times: after three months of initial exposure and then again three years later. Participants were interviewed about their language and gesture awareness and use in the L1 and L2, and in relation to possible changes in identity over time. Additionally, participants were video-recorded while retelling a story that included motion events in their L1 and L2 at both times of data collection for possible changes in thinking-for-speaking. Findings are related to four areas: speech-gesture synchrony; language, gesture, culture and emotions; gesture awareness and use; and bonding with others. Overall, this study offers a window onto the role of co-speech gesture in relation to second language development as found in the contexts of naturalistic exposure, where agency plays a significant role in identity development, differing for individuals in accordance with how a person experiences an event or environment (perezhivanie). Supplemental data for this article is available online at https://doi.org/10.1080/09658416.2020.1767118.
The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, 2020
The Critical Questions Model of Argument Assessment (CQMAA) poses questions for evaluating argume... more The Critical Questions Model of Argument Assessment (CQMAA) poses questions for evaluating arguments. Seven secondary science teachers completed a year-long professional learning program on using the CQMAA with argument pedagogy. Participants designed and implemented three argument-based lessons. We surveyed (pre/post) teacher and student confidence with using argument pedagogy; students also completed a test assessing their use of critical questions (CQs). We found improvements in teacher and student confidence, and students also became better at critiquing premises (especially analogies). Results regarding evidence critiques and considering alternative explanations were mixed. Also, the teachers reported that the critical questions (CQs) deepened students’ reasoning, but some CQs were more useful than others. The research suggests that developing teachers’ pedagogical content knowledge regarding scientific argumentation is a lengthy process, and that more (video) examples of expert teachers using argument pedagogy are needed, but the CQs are useful tools for both teachers and students.
This study investigated the dynamic interaction of second language motivation and emotional exper... more This study investigated the dynamic interaction of second language motivation and emotional experience for Chinese learners of English in four different contexts: (1) those in China with little or no intention of learning the language for communicative purposes; (2) those in China intending to study abroad; (3) those studying abroad in North America; and (4) those who had returned to China after studying abroad. Data included interviews with representatives from the different contexts. Analysis focused on Vygotsky’s concept of perezhivanie, or how Chinese learners of English experienced their learning environments cognitively and affectively as leading to goals and goal-directed activity across their English learning experiences. Differences among learners both across groups and within the same group were found for how motivation shapes experience and how experience shapes motivation in the process of second and foreign language learning.
Abstract This study examines language in conjunction with co-speech gesture awareness and use in ... more Abstract This study examines language in conjunction with co-speech gesture awareness and use in relation to second language development, and as linked to identity-in-the-making for four Chinese international graduate students attending an American university in the U.S. Data collection took place at two different times: after three months of initial exposure and then again three years later. Participants were interviewed about their language and gesture awareness and use in the L1 and L2, and in relation to possible changes in identity over time. Additionally, participants were video-recorded while retelling a story that included motion events in their L1 and L2 at both times of data collection for possible changes in thinking-for-speaking. Findings are related to four areas: speech-gesture synchrony; language, gesture, culture and emotions; gesture awareness and use; and bonding with others. Overall, this study offers a window onto the role of co-speech gesture in relation to second language development as found in the contexts of naturalistic exposure, where agency plays a significant role in identity development, differing for individuals in accordance with how a person experiences an event or environment (perezhivanie). Supplemental data for this article is available online at https://doi.org/10.1080/09658416.2020.1767118.
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