Microgenetic development of a primary school child’s argumentative participation in a small-group discussion

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Classroom Discourse Pub Date : 2023-10-15 DOI:10.1080/19463014.2023.2260505
Lea Eldstål-Ahrens, Malin Nilsen, Niklas Pramling
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Abstract

In this study, we analyse a 9-year-old child’s argumentative participation in a group discussion, from a microgenetic development angle. Specifically, we follow one child through the discussion and analyse the development process, defined as changed participation and as interactionally contingent upon the other participants and the teacher. The data consist of one video recording of the group discussion including two dilemmatic tasks for which the children are asked to come to a joint solution. A sequential analysis was performed from a sociocultural perspective on learning and communication. The findings show that the focus child’s argumentative participation develops both quantitatively and qualitatively, and that this development reflects a switch between general agreement amongst the children in the first task and general disagreement in the second task. This disagreement angle is discussed both from an argumentation and an education perspective. Two of the focus child’s argumentative resources (an imaginary space she creates and the use of the concept “data protection”) are discussed in detail.
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小学生在小组讨论中辩论性参与的微遗传学发展
在本研究中,我们从微基因发展的角度分析了一个9岁儿童在小组讨论中的辩论性参与。具体来说,我们通过讨论跟踪一个孩子,并分析发展过程,定义为变化的参与,以及其他参与者和老师的互动。这些数据包括一个小组讨论的视频记录,包括两个两难的任务,孩子们被要求共同解决。从社会文化的角度对学习和交流进行了顺序分析。研究结果表明,焦点儿童的辩论参与在数量和质量上都有发展,这种发展反映了儿童在第一个任务中普遍同意和在第二个任务中普遍不同意之间的转换。本文从论证和教育两方面探讨了这一分歧的角度。详细讨论了焦点儿童的两种论证资源(她创造的想象空间和“数据保护”概念的使用)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Classroom Discourse
Classroom Discourse EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.40
自引率
14.30%
发文量
28
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