文章基本信息

标题：The role of argumentation in seven–yearolds joint comprehension of written text
其他标题：Улога аргументације у разумевању прочитаног текста кроз заједнички рад седмогодишњака
本地全文：下载
作者：Nevena Buđevac ; Aleksandar Baucal
期刊名称：Inovacije u Nastavi
印刷版ISSN：0352-2334
电子版ISSN：2335-0806
出版年度：2015
卷号：28
期号：3
页码：67-82
DOI：10.5937/inovacije1503067B
语种：English
出版社：University of Belgrade, Teacher Education Faculty
摘要：Argumentation is a dialogical activity during which partners try to increase or decrease the acceptability of expressed ideas.It is considered as one of the main factors of development and learning through peer interaction,since several studies show that argumentative dialogues offer more opportunities for learning than other types of dialogues.Having in mind the importance of argumentation in the construction of new knowledge and individual development of seven–year–olds,the aim of this study is to understand how children use argumentation while reading together.Within a larger corpus of data (including 45 sequences) we have analysed ten sequences in which the divergence of opinions was resolved by the use of argumentation.The results show that at the considered age there are two different effects of argumentation use:(1) the acceptance of the standpoint supported by the argument;(2) the change in the way the joint activity is performed.In addition,we have found several indicators of argumentation use limitations connected with the difficulty experienced by the children to take the position of the partner,to coordinate different perspectives and to build collaboration.We conclude that joint work at the age of seven offers educationally relevant benefits,thus that it should be included in the classroom activities with continuous scaffolding provided by the teacher.
关键词：argumentation;symmetrical peer interaction;learning through interaction;reading together.
其他关键词：аргументација;симетрична вршњачка интеракција;учење кроз интеракцију;читање.