P985: Argumentation as a lens to examine student discourse in peer-led guided inquiry for college general chemistry
This presentation is focused on three related studies that investigate the Peer-Led Guided Inquiry (PLGI) student discourse in a General Chemistry I course through argumentation. A semester of video data from two different small student groups facilitated by two different peer leaders informed the three related studies. An analytic framework based on Toulmin’s argumentation scheme was used for the argumentation analysis of the discourse. This presentation focuses on the three central elements of a peer-led classroom -the students, the peer leader, and the ChemActivities- and illuminates effective discourse important for group learning. Overall, the findings from this study contribute to science education by providing both an analytic framework useful for investigating group processes and crucial strategies for conducting effective cooperative learning and promoting student argumentation. The findings that have valuable implications in the professional development of college instructors, specifically for group interventions and the implementation of cooperative learning reforms, will be highlighted.