Students' Communication, Argumentation and Knowledge in a Citizens' Conference on Global Warming

Autor/inn/en	Albe, Virginie; Gombert, Marie-Jose
Titel	Students' Communication, Argumentation and Knowledge in a Citizens' Conference on Global Warming
Quelle	In: Cultural Studies of Science Education, 7 (2012) 3, S.659-681 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-012-9407-1
Schlagwörter	Grade 12; Global Approach; Scientific Concepts; Research Methodology; Interdisciplinary Approach; Identification; Social Sciences; Data Analysis; Persuasive Discourse; Interpersonal Communication; Oral Language; Cross Cultural Studies + Suchen Sie Ihr Suchwort? School year 12; 12. Schuljahr; Schuljahr 12; Globales Denken; Research method; Forschungsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Identifikation; Identifizierung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Auswertung; Persuasion; Persuasive Kommunikation; Interpersonale Kommunikation; Oral interpretation; Mündlicher Sprachgebrauch; Cultural comparison; Kulturvergleich
Abstract	An empirical study on 12th-grade students' engagement on a global warming debate as a citizens' conference is reported. Within the design-based research methodology, an interdisciplinary teaching sequence integrating an initiation to non-violent communication was developed. Students' debates were analyzed according to three dimensions: communication, argumentation, and knowledge. Students regulated their oral contributions to the debate by identifying judgments in their discussions. Rhetorical processes developed by students were mainly related to the identity of debate protagonists with interest attributions, authority, and positions. Students' arguments also relied on empirical data. The students' knowledge focused on energy choices, economic, political, and science development issues. Implications for socioscientific issues integration in class are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10