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Article
Using Student Knowledge to Enhance Inquiry: A Theoretical and Practical View of Negotiation in a Science Classroom
The Journal of Educational Enquiry (2015)
  • Mason Albert Kuhn, University of Northern Iowa
Abstract
The purpose of this paper is to discuss the role of negotiation in a science classroom, specifically how teachers can improve their students’ ability to construct a scientific claim by focusing on their students' knowledge and how it changes throughout the unit. The paper will attempt to define key aspects of negotiation, the students’ role in negotiation, the teacher’s role in promoting negotiation, and how negotiation can potentially increase the opportunity for conceptual change in students. Negotiation will be discussed as a notion of assimilation, accommodation, and a relationship of construction and critique.
Keywords
  • Science classroom,
  • negotiation,
  • assimilation,
  • student knowledge
Publication Date
November 18, 2015
Citation Information
Mason Albert Kuhn. "Using Student Knowledge to Enhance Inquiry: A Theoretical and Practical View of Negotiation in a Science Classroom" The Journal of Educational Enquiry Vol. 14 Iss. 3 (2015)
Available at: http://works.bepress.com/mason-kuhn/9/