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Elementary Pre-Service Teachers' Responsiveness to Students Ideas When Facilitating Scientific Argumentation Discussions: Before and after Simulated Practice

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Title: Elementary Pre-Service Teachers' Responsiveness to Students Ideas When Facilitating Scientific Argumentation Discussions: Before and after Simulated Practice
Language: English
Authors: Shreyashi Halder (ORCID 0009-0001-8597-2401), Jamie N. Mikeska (ORCID 0000-0002-8831-2572), Devon Kinsey, Pavneet Kaur Bharaj (ORCID 0000-0002-6742-8074), Pamela S. Lottero-Perdue (ORCID 0000-0003-2989-7969)
Source: Journal of Computer Assisted Learning. 2026 42(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2037983
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Higher Education
Postsecondary Education
Descriptors: Elementary School Teachers, Preservice Teachers, Teacher Response, Science Instruction, Teaching Methods, Persuasive Discourse, Electronic Learning, Computer Mediated Communication, Classroom Communication, Discussion, Simulation, Methods Courses, Concept Formation, Scientific Concepts, Facilitators (Individuals)
DOI: 10.1002/jcal.70188
ISSN: 0266-4909
1365-2729
Abstract: Background: This study examined elementary pre-service teachers' (PSTs') responsiveness to students when facilitating a simulated scientific argumentation discussion about the identity of a mystery powder based on its properties. Objectives: This study explored PSTs' responsiveness during a digital simulated classroom discussion as PSTs made moves to support argument construction and critique before and after participating in an intervention involving their engagement in three digital simulations that aimed to support them in learning how to facilitate scientific argumentation discussions. Methods: The study participants were 34 PSTs enrolled across three elementary science methods courses. Using existing frameworks from the literature and qualitative content analysis of pre- and post-discussion transcripts, we identified instances of PSTs prompting argument construction and critique and coded the level of responsiveness for each instance. We used the Wilcoxon matched-pairs test to compare pre-post data. Results and Conclusion: Findings show that PSTs used significantly more: (a) prompts to elicit evidence to construct ideas and to encourage argument critique in post versus pre-discussions and (b) high-level responsiveness prompts that encourage students to make sense of other students' ideas in post-discussions when prompting argument construction or critique. This study highlights the value of using digital simulations in teacher preparation to enhance teachers' responsiveness to facilitate productive discussions.
Abstractor: As Provided
Notes: https://nyu.databrary.org/volume/1110
Entry Date: 2026
Accession Number: EJ1495846
Database: ERIC
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  Data: Elementary Pre-Service Teachers' Responsiveness to Students Ideas When Facilitating Scientific Argumentation Discussions: Before and after Simulated Practice
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  Data: <searchLink fieldCode="AR" term="%22Shreyashi+Halder%22">Shreyashi Halder</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-8597-2401">0009-0001-8597-2401</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jamie+N%2E+Mikeska%22">Jamie N. Mikeska</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8831-2572">0000-0002-8831-2572</externalLink>)<br /><searchLink fieldCode="AR" term="%22Devon+Kinsey%22">Devon Kinsey</searchLink><br /><searchLink fieldCode="AR" term="%22Pavneet+Kaur+Bharaj%22">Pavneet Kaur Bharaj</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6742-8074">0000-0002-6742-8074</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pamela+S%2E+Lottero-Perdue%22">Pamela S. Lottero-Perdue</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2989-7969">0000-0003-2989-7969</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2026 42(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 20
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  Data: National Science Foundation (NSF)
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  Data: 2037983
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Response%22">Teacher Response</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion%22">Discussion</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation%22">Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitators+%28Individuals%29%22">Facilitators (Individuals)</searchLink>
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  Data: 10.1002/jcal.70188
– Name: ISSN
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
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  Data: Background: This study examined elementary pre-service teachers' (PSTs') responsiveness to students when facilitating a simulated scientific argumentation discussion about the identity of a mystery powder based on its properties. Objectives: This study explored PSTs' responsiveness during a digital simulated classroom discussion as PSTs made moves to support argument construction and critique before and after participating in an intervention involving their engagement in three digital simulations that aimed to support them in learning how to facilitate scientific argumentation discussions. Methods: The study participants were 34 PSTs enrolled across three elementary science methods courses. Using existing frameworks from the literature and qualitative content analysis of pre- and post-discussion transcripts, we identified instances of PSTs prompting argument construction and critique and coded the level of responsiveness for each instance. We used the Wilcoxon matched-pairs test to compare pre-post data. Results and Conclusion: Findings show that PSTs used significantly more: (a) prompts to elicit evidence to construct ideas and to encourage argument critique in post versus pre-discussions and (b) high-level responsiveness prompts that encourage students to make sense of other students' ideas in post-discussions when prompting argument construction or critique. This study highlights the value of using digital simulations in teacher preparation to enhance teachers' responsiveness to facilitate productive discussions.
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  Label: Abstractor
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  Data: As Provided
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  Data: https://nyu.databrary.org/volume/1110
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  Data: 2026
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  Data: EJ1495846
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        Value: 10.1002/jcal.70188
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      – Text: English
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      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Teacher Response
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      – SubjectFull: Science Instruction
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      – SubjectFull: Discussion
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