Environmental Argumentation as Sociocultural Activity

Autor/inn/en	Oliveira, Alandeom W.; Akerson, Valarie L.; Oldfield, Martha
Titel	Environmental Argumentation as Sociocultural Activity
Quelle	In: Journal of Research in Science Teaching, 49 (2012) 7, S.869-897 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21020
Schlagwörter	Persuasive Discourse; Conflict Resolution; Sociocultural Patterns; Rhetoric; Animals; Environment; Environmental Education; Discussion; Discussion (Teaching Technique); Thinking Skills; Self Concept; Identification (Psychology); Interpersonal Communication; Classroom Observation Techniques; Participant Observation; Grade 4; Elementary School Students; Foreign Countries; Personal Narratives; Ethnography; Student Behavior; Homosexuality; Social Bias; Cultural Background; Cultural Influences; Opinions; Value Judgment; Brazil + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Conflict solving; Konfliktlösung; Konfliktregelung; Soziokulturelle Theorie; Rhetorik; Animal; Tier; Tiere; Umwelt; Umweltbildung; Umwelterziehung; Umweltpädagogik; Diskussion; Denkfähigkeit; Selbstkonzept; Interpersonale Kommunikation; Teilnehmende Beobachtung; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Erlebniserzählung; Ethnografie; Student behaviour; Schülerverhalten; Homosexualität; Cultural influence; Kultureinfluss; Lehrmeinung; Werturteil; Brasilien
Abstract	While environmental argumentation has recently received much attention from science educators, little consideration has been given to how personal identities and social relationships can either support or constrain student argumentation. This study attends to this issue by examining environmental argumentation as a sociocultural activity (how students implicitly create identities and relationships through environmental warrants and claims). By integrating rhetorical and sociocultural analysis of oral discourse, we examine argumentation about environmental dilemmas (problematic scenarios involving animals and the environment). Although students set forth a variety of warrants (social, economic, contextual, biocentric, and expertise-based), the dilemmas led to distinct forms of argumentation. One dilemma involving a pet iguana fostered non-adversarial argumentation wherein students identified themselves as animal lovers and cooperative discussants. By contrast, the other two dilemmas (the hypothetical encounter with a fawn in the woods and the observation of classroom lights being unnecessarily left on) led to the unexpected emergence of sexual identities, combative disagreement, and conflict resolution on social rather than rational grounds. The main implication of this study is that it highlights the need for educators to pay closer attention to specific textual elements in the design of environmental dilemmas (types of prompts used, decision-makers' identities, statements of intentionality and outcome, moral complexity, values of nature, and social representation or cultural images of animals) in order to foster an appropriate and productive sociocultural classroom context for rational and reasoned environmental argumentation to take place without the constraints of unexpected social complications. (Contains 3 figures, 4 tables and 3 excerpts.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10