Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches

The purpose of this study is to investigate how teachers use different types discourse support dialogic argumentation. Dialogic argumentation a collaborative process in which students construct arguments together and examine presented by their peers. Science can as vehicle help gain working understanding science content the nature its practices. Whole-class closing discussions from video-recorded lessons are analyzed used two physics lower secondary schools. Analysis includes coding communicative approach at episode level teacher roles questioning speaking turns. Student also assessed on basis dialogicity complexity arguments. Findings characterize ways orchestrating argumentative discussions. Authoritative episodes were characterized presence dispenser role, with retaining ownership over ideas classroom activities emphasize correctness justification. interaction showed openness student perspectives, but teachers’ revealed moderator role granted either pursue single student’s argument more depth or directly contrast opposing justifications. Less commonly coach participant, elicit justifications examining Examination using multiple frameworks differences values impact contributions