Authentic questions as prompts for productive and constructive sequences

Detalhes bibliográficos
Autor(a) principal: Rapanta, Chrysi
Data de Publicação: 2023
Outros Autores: Macagno, Fabrizio
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10362/158154
Resumo: UIDB/00183/2020 UIDP/00183/2020 DL 57/2016/CP1453/CT0066
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spelling Authentic questions as prompts for productive and constructive sequencesA pragmatic approach to classroom dialogue and argumentationArgumentationAuthenticityDialogueToulminWaltonEducationLanguage and LinguisticsLinguistics and LanguageUIDB/00183/2020 UIDP/00183/2020 DL 57/2016/CP1453/CT0066Goal. The problem of the authenticity of teacher questions has not received sufficient attention from educational researchers interested in the intersection between dialogue and argumentation. In this paper, we adopt a definition of authentic questions as dialogical units that prompt teacher-student interactions that are both productive (i.e., several students participating) and constructive (i.e., students produce arguments of high complexity). Our goal is to analyze whether and how specific types of dialogue prompts can encourage students’ engagement in more sophisticated argumentative interactions, as manifested through the construction of high-complexity arguments. Method. We describe the implementation of our analytical approach to a large corpus of classroom interactions from five European countries. The corpus was segmented into dialogical sequences, which were then coded according to the argumentation dialogue goal expressed in the sequence. We also coded students’ arguments according to Toulmin’s elements and distinguished between low- and high-complexity arguments from a structural point of view. Findings. Our findings show the predominance of the so-called Discovery questions as prompts that are both productive and constructive and Inquiry questions as prompts of argumentative constructive interactions. We discuss the importance of these findings for teacher professional development purposes.Instituto de Filosofia da NOVA (IFILNOVA)Departamento de Filosofia (DEF)RUNRapanta, ChrysiMacagno, Fabrizio2023-09-22T22:15:57Z20232023-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article23application/pdfhttp://hdl.handle.net/10362/158154eng2325-3290PURE: 71946904https://doi.org/10.5195/dpj.2023.546info: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:RCAAP2024-03-11T05:40:26Zoai:run.unl.pt:10362/158154Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:57:00.641537Repositório 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 Authentic questions as prompts for productive and constructive sequences
A pragmatic approach to classroom dialogue and argumentation
title Authentic questions as prompts for productive and constructive sequences
spellingShingle Authentic questions as prompts for productive and constructive sequences
Rapanta, Chrysi
Argumentation
Authenticity
Dialogue
Toulmin
Walton
Education
Language and Linguistics
Linguistics and Language
title_short Authentic questions as prompts for productive and constructive sequences
title_full Authentic questions as prompts for productive and constructive sequences
title_fullStr Authentic questions as prompts for productive and constructive sequences
title_full_unstemmed Authentic questions as prompts for productive and constructive sequences
title_sort Authentic questions as prompts for productive and constructive sequences
author Rapanta, Chrysi
author_facet Rapanta, Chrysi
Macagno, Fabrizio
author_role author
author2 Macagno, Fabrizio
author2_role author
dc.contributor.none.fl_str_mv Instituto de Filosofia da NOVA (IFILNOVA)
Departamento de Filosofia (DEF)
RUN
dc.contributor.author.fl_str_mv Rapanta, Chrysi
Macagno, Fabrizio
dc.subject.por.fl_str_mv Argumentation
Authenticity
Dialogue
Toulmin
Walton
Education
Language and Linguistics
Linguistics and Language
topic Argumentation
Authenticity
Dialogue
Toulmin
Walton
Education
Language and Linguistics
Linguistics and Language
description UIDB/00183/2020 UIDP/00183/2020 DL 57/2016/CP1453/CT0066
publishDate 2023
dc.date.none.fl_str_mv 2023-09-22T22:15:57Z
2023
2023-01-01T00:00:00Z
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/10362/158154
url http://hdl.handle.net/10362/158154
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 2325-3290
PURE: 71946904
https://doi.org/10.5195/dpj.2023.546
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 23
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
instacron_str RCAAP
institution RCAAP
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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