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Walton's types of argumentation dialogues as classroom discourse sequences

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dc.contributor.authorRapanta, Chrysi
dc.contributor.authorChristodoulou, Andri
dc.contributor.institutionInstituto de Filosofia da NOVA (IFILNOVA)
dc.contributor.pblElsevier BV
dc.date.accessioned2020-02-11T02:42:00Z
dc.date.available2020-02-11T02:42:00Z
dc.date.issued2022
dc.descriptionUIDB/00183/2020 UIDP/00183/2020 DL 57/2016/CP1453/CT0066
dc.description.abstractDialogic 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.en
dc.description.versionpublishersversion
dc.description.versionpublished
dc.format.extent15
dc.format.extent2035745
dc.identifier.doi10.1016/j.lcsi.2019.100352
dc.identifier.issn2210-6561
dc.identifier.otherPURE: 15674264
dc.identifier.otherPURE UUID: 5b2b303c-e7db-4d7f-b029-8fab85bc8a78
dc.identifier.otherScopus: 85074435694
dc.identifier.otherORCID: /0000-0002-9424-3286/work/82156906
dc.identifier.otherWOS: 000864896900005
dc.identifier.urihttp://hdl.handle.net/10362/92537
dc.identifier.urlhttps://www.scopus.com/pages/publications/85074435694
dc.language.isoeng
dc.peerreviewedyes
dc.relationinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F00183%2F2020/PT
dc.relationNOVA Institute of Philosophy
dc.relationNOVA Institute of Philosophy
dc.relationNot Available
dc.subjectArgumentation
dc.subjectClassroom discourse
dc.subjectDialogue types
dc.subjectTeacher-student interaction
dc.subjectEducation
dc.titleWalton's types of argumentation dialogues as classroom discourse sequencesen
dc.typejournal article
degois.publication.firstPage1
degois.publication.lastPage15
degois.publication.titleLearning, Culture and Social Interaction
degois.publication.volume36
dspace.entity.typePublication
oaire.awardNumberUIDB/00183/2020
oaire.awardNumberUIDP/00183/2020
oaire.awardNumberDL 57/2016/CP1453/CT0066
oaire.awardTitleNOVA Institute of Philosophy
oaire.awardTitleNOVA Institute of Philosophy
oaire.awardTitleNot Available
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F00183%2F2020/PT
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDP%2F00183%2F2020/PT
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/DL 57%2F2016/DL 57%2F2016%2FCP1453%2FCT0066/PT
oaire.fundingStream6817 - DCRRNI ID
oaire.fundingStream6817 - DCRRNI ID
oaire.fundingStreamDL 57/2016
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
project.funder.nameFundação para a Ciência e a Tecnologia
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccess
relation.isProjectOfPublication78283463-286e-42d7-8f32-b489e2ef4ae5
relation.isProjectOfPublication2a933043-2d71-42dd-af01-ec8e159e1912
relation.isProjectOfPublication97e88816-6057-4827-8763-d075be51baff
relation.isProjectOfPublication.latestForDiscovery2a933043-2d71-42dd-af01-ec8e159e1912

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