The purpose of this study is to find solutions on how to improve secondary school students’ persuasive argumentative English essay writing. The participants of this study are groups of ESL students aged 13 and 17 who live and study in a sub-urban area in Malaysia. All students and teachers converse amongst themselves using the Malay language on a daily basis while English language is merely used during classroom interaction time. Not only do they have very little opportunity to communicate using English language in their daily lives and for academic purposes, they also have limited opportunity to learn how to argue persuasively in their English classroom. Thus, they have difficulties in writing two-sided argumentative essays in English. The teaching-to-the-test culture has taken its toll on students’ writing performance when writing argumentative essays. In order to help students to score well in examination, teachers often overlook the need to teach critical thinking skills for the English subject. They focus solely on writing narrative essays as these essays require less critical thinking skill from the students. The Design-Based Research is employed to solve this problem of writing persuasive argumentative essays. Based on the pre-intervention essays written by the participants, it is believed that their difficulties are because of two major factors; insufficient English language skills and no exposure to persuasive argumentation skills. The initial design framework asserts that students should improve their persuasive argumentative essay writing if they are initially exposed to face-to-face group argumentation. However, the findings from the exploratory study revealed that face-to-face group argumentation is unmanageable in the context studied. Hence, an online learning intervention was considered to support secondary school students to improve their written argument. It was developed underpinned by design principles based on Exploratory Talk to achieve persuasive argumentation. The prototype online intervention was tested and developed through a series of iterations. Findings from Iteration 1 show that only a small number of students manage to write two-sided essays because most of them have an extreme attitude when writing about an issue and display a lack of positive transfer from group to individual argumentation. Prior to Iteration 2, the prototype intervention was adapted to tackle the extreme attitude and negative transfer issues by highlighting five elements: face-to-face classroom practice, focus more on three main ground rules, argument game, role of teachers during group argumentation and the use of argument map during the post-intervention essay writing. The findings demonstrate that all students in the second iteration wrote argumentative essays which are more persuasive. The final design framework developed in this study suggests a design framework that could be used by future researchers and ESL teachers at secondary school level who are interested in improving students’ persuasive argumentative essays.

The research for this doctoral study focused on children’s learning in mathematics and its relationship with independent pupil-pupil talk. In particular the interest was in how younger lower attaining children (aged 6-7) exchanged meaning as they talked together within a mathematical task. The data for the doctoral study had been gathered as part of the Talking Counts Project which I directed with colleagues at the University of Exeter. The project developed an intervention to encourage exploratory talk in mathematics with younger lower attaining children. Video material and transcripts of the mathematics lessons from nine classrooms that were part of the TC Project were used as the data set for the doctoral study. The focus of the analysis was on the independent pupil-pupil talk from one pre intervention session and one post intervention session from these nine classrooms. In using an existing data base, analysis was carried out in more depth and from a new perspective. A Vygotskyan sociocultural approach was maintained but analysis of the learning in the doctoral study was refocused in line with theories of situated meaning in discourse and with theories of the emergence of mathematical objects. Hence my examination of the children’s learning for the doctoral study went beyond the original research carried out in the TC Project. Within an interpretivist paradigm the methods of analysis related to the functional use of the children’s language. Interpretations were made of the children’s speech acts and their use of functional grammar. This enabled a study of both social and emotional aspects of shared intentionality as well as personal, social and cultural constructs of mathematical objects. The findings suggested that, where the talk was productive, the children were using deixis in sharing intentions and that this use could be related to the exchange of meaning and objectifying deixis.

Syftet med vårt examensarbete är att få en djupare förståelse för hur concept cartoons påverkar elevers gruppdiskussioner och bidrar till deras lärande i NO-undervisningen. Eftersom vår utbildning inriktar sig mot elever i årskurs F-3, har vi valt att återspegla detta i vår studie. Det teoretiska perspektiv som legat till grund för studien är det sociokulturella lärandeperspektivet, där Mercers (1996) tre språkliga kategorier disputational talk, cumulative talk och exploratory talk har använts för att få djupare förståelse för hur elevernas olika sätt att diskutera påverkar deras lärande. Concept cartoons är ett område som är relativt outforskat och studier som inriktar sig mot vår åldersgrupp finns endast i begränsad omfattning. Utöver detta ligger studiens relevans i att concept cartoons är ett koncept som skapats utifrån ett konstruktivistiskt perspektiv och det sociokulturella perspektivet som ska genomsyra vår framtida yrkesverksamhet har till följd lyst med sin frånvaro i tidigare forskning som inriktat sig mot de lägre åren. Genom observation av två klasser i årskurs 3 samlades materialet in och analyserades. Resultatet visade att endast ett fåtal av de deltagande eleverna hade drag av disputational talk och exploratory talk i diskussionerna. Majoriteten av eleverna bekräftade och byggde okritiskt vidare på det som sagts och elevernas sätt att diskutera dominerades därför av cumulative talk. Concept cartoons stödjer elever i att föra en diskussion, men har även sina begränsningar. Vi ser att concept cartoons kan användas i undervisningen men som lärare bör man vara medveten om hur det används av eleverna, för att därigenom förstå vilken typ av lärande som sker.

No description available.

The work of Humanities & Social Sciences students involves learning to express disciplinary content in essay assessment to disciplinary norms. Though tutors use a genre for professional writing, literacy is often not part of the classroom discussion. Therefore, many students have difficulty appropriating the communicative tools of that disciplinary genre. This may be solved by a turn in pedagogy towards tutors’ awareness of students’ processes (Hornsby & Osman, 2014) which may, in turn, improve tutors’ feedback. Ethnography has provided insights into students’ attitudes, their impressions of feedback and experiences, largely through interview methods, and classroom observation (Saville-Troike, 1989), but assessment writing does not typically occur in class. What was needed was a closer examination of students’ literacy processes. This study looked at literacy work through Activity Theory (Leont’ev, 1978) which represents human activity as a contextualised system where a group works together towards an object. Group collaboration allows for concepts to be negotiated and for interpretations to be shared, which can aid understanding (Mercer, 1995). This cross-sectional study examined three L2-English Business Studies student groups’ collaborative writing with observation of activity as its primary instrument for capturing student literacy work. Using an Educational Talk framework (Mercer, 1995) to examine the qualities of negotiation, this study offers a new understanding of students’ processes of literacy work and their possible effect on literacy appropriation. The results showed how the task and other structural tensions drive literacy work, and how the particular attributes of Educational Talk, in a tertiary context, contribute to the negotiation of meaning in the resolution of tensions. It also showed how literacy work involves the inter-mingling of textual work, subject content (Tardy, 2006, 2009) and contextual factors. These indicate the importance of group literacy activity for students, and the importance of understanding group discussions involving literacy work.

Studien har sin utgångspunkt i den sociokulturella teorin och har som syfte att undersöka lärares syn på utforskande samtal i svenskundervisningen i lågstadiet. I intervjuer med tre lågstadielärare ställdes frågor om hur utforskande samtal genomförs, vilken roll läraren har när de genomförs och hur de påverkar elevers språk- och kunskapsutveckling. Transkriptioner av intervjumaterialet är analyserat med en innehållsanalys och tolkats genom de sociokulturella begreppen; mediering, stöttning, appropriering och den proximala utvecklingszonen. Genom analysen kunde vi identifiera att utforskande samtal oftast sker spontant och genom olika samtalsmodeller. Stöttning identifierades som centralt för att genomföra utforskande samtal. Språk- och kunskapsutvecklingen leds framåt när elever behärskar de verktyg som används och när de blir utmanade på rätt nivå. Vidare tycks utforskande samtal leda till ökad motivation och utvecklandet av elevers kommunikativa förmåga.

Denna studies syfte är att ge djupgående kunskap om en lågstadieläraresuppfattningar om och användning av kunskapsreproducerande och kunskapsutforskande samtal i svenskundervisning. Studien har en teoretisk utgångspunkt i fenomenologi och är utformad som en fallstudie med tre klassrumsobservationer i årskurs 1 och en uppföljande intervju med klassläraren. Den insamlade datan har analyserats med en innehållsanalys som sorterat materialet i kategorier och underkategorier. Resultatet är att läraren inte benämner begreppen som kunskapsreproducerande och kunskapsutforskande samtal men använder och anpassar samtalen till sin undervisning efter hur gruppdynamiken i klassen fungerar. Vidare framkommer att det kollegiala samarbetet är viktigt för planeringen av klassrumssamtalen. När läraren reflekterade över de observerade lektionerna framkom det att hon var nöjd med att blanda samtalstyperna med såväl slutna som öppna frågor och att hon kunde styra lektionerna med valet av samtal. Hon hade planerat lektionerna så att eleverna skulle ta det största talutrymmet, vilket observationerna visade stämde.

The aim of this study was to investigate the comparative effects of Constructivist-Based Teaching Method (CBTM) and the Traditional Teaching Method (TTM) on Grade 11 Mathematics learners’ errors in algebra. The constructivist learning theory (CLT) was used to frame this study. Mainly, CLT was used to influence the design of CBTI to hone participants’ errors in algebra that militate against their performance in Mathematics. The study was conducted in the Mpumalanga Province of South Africa with a four-week intervention programme in each of the two participating secondary schools. Participants consisted of n=78 Grade 11 Mathematics learners and one Grade 11 Mathematics teacher. A non-equivalent control group design consisting of a pre-test and post-test measure was employed. The Grade 11 teacher in the control school employed the TTM while the researcher implemented CBTM in the experimental school. The main aspects of CBTM entailed participants’ construction of their own knowledge from the base of prior knowledge and through group learning approach and exploratory talk in which discussions included argumentation, verbalising explanations, justifications and reflections. Participants in experimental school became familiar with the basic principles of CBTI such as group work, which enhanced the construction of conceptual understanding of algebraic concepts. This reduced most of the errors they commit in algebra and elevated their performance in Mathematics. The principal instruments for data collection consisted of a standardised Algebra Concept Achievement Test and lesson observations. The pre-test was used to determine participants’ initial errors in algebra before the intervention. A post-test was given at the end of intervention to ascertain change in participants’ errors in algebra over a four-week intervention period. Using descriptive and inferential statistical techniques, the study found that participants in experimental school significantly reduced their errors in algebra than those in control school. The study showed that CBTM was a more effective pedagogy that improved the errors Grade 11 learners commit in algebra than the TTM. / College of Education / M. Ed. (Mathematics Education)

The aim of this study was to investigate the comparative effects of Constructivist-Based Teaching Method (CBTM) and the Traditional Teaching Method (TTM) on Grade 11 Mathematics learners’ errors in algebra. The constructivist learning theory (CLT) was used to frame this study. Mainly, CLT was used to influence the design of CBTI to hone participants’ errors in algebra that militate against their performance in Mathematics. The study was conducted in the Mpumalanga Province of South Africa with a four-week intervention programme in each of the two participating secondary schools. Participants consisted of n=78 Grade 11 Mathematics learners and one Grade 11 Mathematics teacher. A non-equivalent control group design consisting of a pre-test and post-test measure was employed. The Grade 11 teacher in the control school employed the TTM while the researcher implemented CBTM in the experimental school. The main aspects of CBTM entailed participants’ construction of their own knowledge from the base of prior knowledge and through group learning approach and exploratory talk in which discussions included argumentation, verbalising explanations, justifications and reflections. Participants in experimental school became familiar with the basic principles of CBTI such as group work, which enhanced the construction of conceptual understanding of algebraic concepts. This reduced most of the errors they commit in algebra and elevated their performance in Mathematics. The principal instruments for data collection consisted of a standardised Algebra Concept Achievement Test and lesson observations. The pre-test was used to determine participants’ initial errors in algebra before the intervention. A post-test was given at the end of intervention to ascertain change in participants’ errors in algebra over a four-week intervention period. Using descriptive and inferential statistical techniques, the study found that participants in experimental school significantly reduced their errors in algebra than those in control school. The study showed that CBTM was a more effective pedagogy that improved the errors Grade 11 learners commit in algebra than the TTM. / College of Education / M. Ed. (Mathematics Education)

Cette thèse a pour objet de décrire l’argumentation des élèves dans dix « cafés scientifiques » sur l’eau potable ayant eu lieu en 2011-2012 dans quatre écoles au Mexique, aux USA et en France. Il s’agit d’environnements éducatifs semi-formels (activité organisée à l’école mais extracurriculaire). Cette démarche est détaillée dans une première partie, avec la présentation des divers ancrages théoriques qui l’ont inspirée, issus de la linguistique interactionnelle, des études de l’argumentation, et de plusieurs traditions de recherches en éducation ; puis la définition des principales questions de recherche ; et enfin une présentation détaillée du corpus d’analyse.Au niveau mésoscopique, est proposée dans la partie II une analyse de la qualité des interactions lors du travail en petits groupes d’élèves, inspirée de la typologie des types de discours de Mercer (1996). Le discours d’exploration est appréhendé à partir de 5 indicateurs adaptés à la situation pédagogique, et attesté dans les trois pays. Ses frontières avec le discours d’accumulation et le discours de dispute sont précisées. Enfin, l’ensemble de la typologie est questionnée et affinée, à l’aune de cas problématiques interrogeant les unités d’analyse pertinentes et l’alternance entre les différents types de discours. La partie III analyse plutôt le travail de construction des arguments par les élèves, à l’échelle microscopique, à partir de trois grands types de ressources : savoirs, principes généraux incluant lois, normes et valeurs, et émotions. Un relevé exhaustif des éléments de savoir-croyance et des principes généraux utilisés par les élèves est réalisé. Est ensuite proposé un modèle du recours à ces principes dans l’interaction argumentative, inspiré de celui de la structure conversationnelle de l’argumentation de Muntigl et Turnbull (1998). Enfin, trois études de cas donnent à voir le fonctionnement discursif de la mobilisation des émotions à des fins argumentatives, à partir d’outils proposés par Plantin (2011). Dans la partie IV, à l’échelle macroscopique, les dix débats réalisés sur les différents terrains sont comparés. Le cadrage du débat est caractérisé sur le plan de l’orientation thématique vers des domaines de savoir et celui de la préférence pour certains modèles cognitifs de l’eau. Est également étudiée la façon dont les élèves construisent l’objet de discours « eau » et le présentent préférentiellement sous certains éclairages (Grize, 1990, 1996), phénomène analysé à l’aide d’outils textométriques. Les résultats des votes d’opinion individuels et par groupe réalisés tout au long des débats sont enfin présentés. L’ensemble de ces éléments (11-14) convergent pour décrire le travail discursif des élèves comme l’activation et le renforcement de scenarios d’affrontement entre argumentaires typiques. Ainsi, chaque sous-corpus national se caractérise par un scenario argumentatif propre, qui domine les débats, même si d’autres scenarios, minoritaires, cohabitent avec lui.Finalement, ce travail offre un modèle cohérent de l’argumentation des élèves, qui permet de caractériser à différents niveaux ces scenarios argumentatifs. / This thesis aims at describing students’ argumentation in ten « scientific cafés » about drinking water organized in 2011-2012 in Mexico, the USA and France. These events can be characterized as a semi-formal educational context (at school but an extra-curricular activity). Part I begins with a literature review of theoretical backgrounds in interactional linguistics, argumentation studies, and education research. The main research questions and the empirical data used in the study are then presented.Part II reports an analysis of the quality of students’ interactions at the mesoscopic level, while they are working in small groups, based on Mercer’s talk typology (1996). Exploratory talk is evidenced in each of the three countries, and is analyzed with 5 indicators taking into account the specificities of the pedagogical situation. The boundaries between exploratory talk, cumulative talk and disputational talk are discussed. The whole typology is refined, with the presentation of problematic atypical cases, raising the issues of the relevant unit of analysis and the alternation between different types of talk. Part III consists of an analysis of students’ work of building up their arguments at the microscopic level. To do so, they use 3 types of resources: knowledge, general principles (including laws, norms and values), and emotions. An inventory of the knowledge-belief elements and general principles used by the students is presented. An interactional model of the argumentative use of these general principles is then proposed, based on Muntigl and Turnbull’s model of the conversational structure of argumentation (1998). Finally, three case studies describe the role of emotions in students’ argumentation, using Plantin’s conceptual and methodological tools (2011).In the last chapter, Part IV, the ten debates are analyzed and compared at the macroscopic level. They are characterized by their tendency for orientation of the discourse towards disciplinary knowledge fields and their preference for certain cognitive models of water over others. There is also an analysis of how the students build « water » as a discourse object (“objet de discours”), and present it in specific lights (“éclairage”) (Grize, 1990, 1996). This analysis depends notably on the use of textometric tools. Results of individual and group opinion votes during the cafés are also presented. These three sets of results converge to give a global picture of students’ discursive work as the activation and strengthening of typical scenarios of opposing arguments. Each national sub-corpus has a specific, preferred argumentative scenario, which dominates the debates, even though there are alternative minority scenarios coexisting with the dominant scheme.In summary, this thesis offers a coherent model of students’ argumentation, and permits the characterization of such argumentative scenarios at different levels.