Walton's types of argumentation dialogues as classroom discourse sequences

Detalhes bibliográficos
Autor(a) principal: Rapanta, Chrysi
Data de Publicação: 2020
Outros Autores: Christodoulou, Andri
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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spelling 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
dc.format.none.fl_str_mv 15
application/pdf
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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