Students' dialogic and justifying moves during dialogic argumentation in mathematics and physics
Abstract
In this study, we focus on dialogic argumentation among students in a whole class setting in mathematics and physics in lower secondary school. By drawing on previous studies on the structure of argumentation and dialogic interactions, we suggest that transparency of student reasoning and students' engagement with each other's ideas are two key aspects in dialogic argumentation. We examine what levels might exist in these key aspects and how they can exist simultaneously. We collected data by video recording mathematics and physics lessons in lower secondary school, and created a coding scheme for students' dialogic and justifying moves. By using the coding scheme, we recognized different kinds of argumentation with respect to how dialogic student–student interaction is and how transparently student reasoning is expressed. Furthermore, we found different ways how students can provide justifications as a dialogic reaction to others' ideas.
Main Authors
Format
Articles
Research article
Published
2022
Series
Subjects
Publication in research information system
Publisher
Elsevier
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202202181560Käytä tätä linkitykseen.
Review status
Peer reviewed
ISSN
2210-6561
DOI
https://doi.org/10.1016/j.lcsi.2022.100608
Language
English
Published in
Learning, Culture and Social Interaction
Citation
- Hähkiöniemi, M., Hiltunen, J., Jokiranta, K., Kilpelä, J., Lehesvuori, S., & Nieminen, P. (2022). Students' dialogic and justifying moves during dialogic argumentation in mathematics and physics. Learning, Culture and Social Interaction, 33, Article 100608. https://doi.org/10.1016/j.lcsi.2022.100608
Funder(s)
Research Council of Finland
Funding program(s)
Academy Project, AoF
Akatemiahanke, SA
![Research Council of Finland Research Council of Finland](/jyx/themes/jyx/images/funders/sa_logo.jpg?_=1739278984)
Additional information about funding
This work has been funded by the Academy of Finland (project number 286576).
Copyright© 2022 The Author(s). Published by Elsevier Ltd.