In ABSI-taught lessons, student turn-taking frequency is high (71%) while in conventionally taught lessons it is low (14%), with the teacher dominant in the control group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students in the ABSI experimental group accounted for 71% of turn-taking in recorded lessons, versus 14% in the control group, where the teacher's turn-taking was 86%. → Eda Pınar Tüccaroğlu 2018

Evidence¶

Eda Pınar Tüccaroğlu 2018¶

Eda Pınar Tüccaroğlu, Yeter Şimşekli. (2018). Effects of Argument-based Science Inquiry (ABSI) Approach Used in the Unit of "Reproduction Growth Development in Living Beings" on the Success Levels of Students. Universal Journal of Educational Research 6(10): 2379-2383. https://doi.org/10.13189/ujer.2018.061037

q2 · i? · causal · r1

Content analysis of tape-recorded lessons in the experimental group, transcribed and converted to tables, showed "the experimental group students' turn- taking frequency was 71%" against 29% for teachers; the article reports the teacher acted as a guide.

"When Figure 1 was examined, it was determined that the experimental group students' turn- taking frequency was 71%. However, the teachers' turn -taking frequency was 29%."

Discussion¶

Related Claims¶

• The authors conclude ABSI is one of the practices aiming to increase students' success and motivate participation in in-class dialogues — related
• Experimental (ABSI) group's achievement scores increased significantly from pre-test to post-test, while the control group's did not — related
• Some classroom discussion approaches improve text comprehension, but gains are not uniform across approaches and more student talk alone does not produce them — a broader claim this one bears on
• Group-level scaffolding training increases teacher process support and student participation — related