Teaching as Persuasion
Document Type
Article
Publication Date
1-1-2002
Journal / Book Title
Teaching and Teacher Education
Abstract
A design experiment was undertaken to explore the effects of science lessons, framed as persuasion, on students' knowledge, beliefs, and interest. Sixth and seventh graders participated in lessons about Galileo and his discoveries focusing on the personal costs and public controversies surrounding those discoveries. In selected classrooms, lessons were teacher led, while others were student led. Participants' knowledge, beliefs, and interest were compared to peers in other science classes. There were significant differences between persuasion and comparison classrooms on all variables. However, teacher-led lessons were more effective at changing students' knowledge, whereas student-led lessons had more impact on students' beliefs.
DOI
10.1016/S0742-051X(02)00044-6
MSU Digital Commons Citation
Alexander, Patricia A.; Fives, Helenrose; Buehl, Michelle M.; and Mulhern, Julie, "Teaching as Persuasion" (2002). Department of Educational Foundations Scholarship and Creative Works. 97.
https://digitalcommons.montclair.edu/educ-fdns-facpubs/97
Published Citation
Alexander, P. A., Fives, H., Buehl, M. M., & Mulhern, J. (2002). Teaching as persuasion. Teaching and Teacher Education, 18(7), 795–813. https://doi.org/10.1016/S0742-051X(02)00044-6