Literaturnachweis - Detailanzeige
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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |