Walton's types of argumentation dialogues as classroom discourse sequences
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10362/92537 |
Resumo: | UIDB/00183/2020 UIDP/00183/2020 DL 57/2016/CP1453/CT0066 |
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Walton's types of argumentation dialogues as classroom discourse sequencesArgumentationClassroom discourseDialogue typesTeacher-student interactionEducationUIDB/00183/2020 UIDP/00183/2020 DL 57/2016/CP1453/CT0066Dialogic argumentation has thus far been proposed as a way to analyse, understand, and promote meaningful classroom interactions. However, currently there is a lack of systematic proposals for conceptualising argumentation dialogue goals as part of teachers' pedagogical repertoire. Our main goal is to operationalise an existing framework of argumentation dialogue types, the one proposed by argumentation theorist Douglas Walton. To do so, we first identify a set of epistemic criteria for meaningful, from an argumentation point of view, discursive interactions, which we use as ‘framing indicators’ to enrich Walton's existing typology of four argumentation dialogues (information-seeking, inquiry, discovery, persuasion). We applied the resulting pragmatic framework to teacher-student interactions found in 20 transcripts of both science and social sciences secondary education lessons. We found that affordances for these four types of dialogues were also present in teacher-student discourse, where the implied argumentation goal was not fulfilled. We discuss these findings in terms of the need to be able to identify the dialogic potentiality and accountability within teacher-student interactions so that the argumentative potential of these interactions can be fulfilled, resulting in productive classroom discourse within secondary education classroom settings.Instituto de Filosofia da NOVA (IFILNOVA)RUNRapanta, ChrysiChristodoulou, Andri2020-02-11T02:42:00Z20222022-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article15application/pdfhttp://hdl.handle.net/10362/92537eng2210-6561PURE: 15674264https://doi.org/10.1016/j.lcsi.2019.100352info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-11T04:41:13Zoai:run.unl.pt:10362/92537Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:37:32.755174Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Walton's types of argumentation dialogues as classroom discourse sequences |
title |
Walton's types of argumentation dialogues as classroom discourse sequences |
spellingShingle |
Walton's types of argumentation dialogues as classroom discourse sequences Rapanta, Chrysi Argumentation Classroom discourse Dialogue types Teacher-student interaction Education |
title_short |
Walton's types of argumentation dialogues as classroom discourse sequences |
title_full |
Walton's types of argumentation dialogues as classroom discourse sequences |
title_fullStr |
Walton's types of argumentation dialogues as classroom discourse sequences |
title_full_unstemmed |
Walton's types of argumentation dialogues as classroom discourse sequences |
title_sort |
Walton's types of argumentation dialogues as classroom discourse sequences |
author |
Rapanta, Chrysi |
author_facet |
Rapanta, Chrysi Christodoulou, Andri |
author_role |
author |
author2 |
Christodoulou, Andri |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Instituto de Filosofia da NOVA (IFILNOVA) RUN |
dc.contributor.author.fl_str_mv |
Rapanta, Chrysi Christodoulou, Andri |
dc.subject.por.fl_str_mv |
Argumentation Classroom discourse Dialogue types Teacher-student interaction Education |
topic |
Argumentation Classroom discourse Dialogue types Teacher-student interaction Education |
description |
UIDB/00183/2020 UIDP/00183/2020 DL 57/2016/CP1453/CT0066 |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-02-11T02:42:00Z 2022 2022-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10362/92537 |
url |
http://hdl.handle.net/10362/92537 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2210-6561 PURE: 15674264 https://doi.org/10.1016/j.lcsi.2019.100352 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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15 application/pdf |
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reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799137991926480896 |