Argumentation as/in/for Dialogical Relation: A Case Study from Elementary School Science

Autor/inn/en	Kim, Mijung; Roth, Wolff-Michael
Titel	Argumentation as/in/for Dialogical Relation: A Case Study from Elementary School Science
Quelle	In: Pedagogies: An International Journal, 9 (2014) 4, S.300-321 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2014.955498
Schlagwörter	Persuasive Discourse; Case Studies; Elementary School Science; Elementary School Students; Science Instruction; Problem Solving; Science Process Skills; Discourse Analysis; Grade 2; Grade 3; Abstract Reasoning + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Case study; Fallstudie; Case Study; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problemlösen; Diskursanalyse; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Abstraktes Denken; Denken
Abstract	Argumentation as a form of introducing children to science has received increasing attention over the past decade. Argumentation tends to be studied and theorized through the lens of individual speakers, who contribute to a conversation by means of opposing statements. M.M. Bakhtin and L.S. Vygotsky independently proposed a very different approach by suggesting that dialogical relations inherently and irreducibly embody argumentation. From this position, dialogical relations allow children to individualize argumentation. In this study, we show how the dialogical framework provides a very different, collective perspective on children's argumentation in problem-solving processes in elementary science classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01