Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17778
Title: 
Understanding elementary students’ emergent dialogical argumentation in science
Authors: 
Issue Date: 
Jun-2008
Citation: 
Foo, S. Y., & Looi, C. K. (2008, June). Understanding elementary students’ emergent dialogical argumentation in science. Paper presented at the 8th International Conference of the Learning Sciences (ICLS) 2008, Utrecht, The Netherlands.
Abstract: 
This paper explores the use of Engle and Conant’s (2002) theoretical framework of
productive disciplinary engagement to describe a group of fifth-graders’ emergent dialogical
argumentation about a rocky seashore ecosystem that was triggered by fieldwork activities.
Engle and Conant’s theoretical framework was mapped onto Weinberger and Fischer’s (2006)
multi-dimensional conceptual framework for CSCL-based argumentation in order to guide the
selection of analytical approaches that would holistically assess students’ argumentation along
four dimensions (i.e. participation, formal argumentative structure, social modes of coconstruction
of knowledge and epistemic reasoning). The application of these complementary
analyses enabled the exploration of the effects of the different dimensions and the
identification of instances of students’ more productive argumentation of Science ideas in the
Knowledge Forum (KF) platform.
Description: 
This paper was presented at the 8th International Conference of the Learning Sciences (ICLS) 2008, held in Utrecht, The Netherlands from 23 - 28 Jun 2008
URI: 
Appears in Collections:Conference Papers

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