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Promoting argumentation in primary science contexts: an analysis of students' interactions in formal and informal learning environments.

The paper reports on the outcomes of a study that utilized a graphical tool, Digalo, to stimulate argumentative interactions in both school and informal learning settings. Digalo was developed in a European study to explore argumentation in a range of learning environments. The focus here is on the...

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Published in:Journal of Computer Assisted Learning Vol. 28; no. 5; pp. 440 - 454
Main Authors: Simon, S., Johnson, S, Cavell, S., Parsons, T.
Format: pictorial research tables/charts Journal Article
Published: Wiley-Blackwell Oct2012
Online Access:View this record in EBSCOhost
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      dt: Oct2012
      vid: 28
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        10.1111/j.1365-2729.2011.00451.x
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        atl: Promoting argumentation in primary science contexts: an analysis of students' interactions in formal and informal learning environments.
      aug:
        au:
          Simon, S.
          Johnson, S
          Cavell, S.
          Parsons, T.
        affil: Institute of Education, University of London, London, UK
      sug:
        subj:
          Science Education
          Learning Environment
          Interpersonal Relations Evaluation
          Learning Methods
          Computer-Assisted Instruction
          Human
          United Kingdom
          Collaboration
          Teachers Education
          Seminars and Workshops
          Professional Knowledge
          Videorecording
          Male
          Female
          Child
          Child: 6-12 years
          Male
          Female
      ab: The paper reports on the outcomes of a study that utilized a graphical tool, Digalo, to stimulate argumentative interactions in both school and informal learning settings. Digalo was developed in a European study to explore argumentation in a range of learning environments. The focus here is on the potential for using Digalo in promoting argumentative interactions of students in primary science, first, in a school-based context of students investigating and learning about electricity, and second, in a hands-on science discovery centre where students are interacting with different scientific phenomena. Data sources included observations of students using Digalo in the two contexts and the resultant Digalo maps. Analysis of observations focused on students' engagement and interactions, and of Digalo maps in terms of the process and content of argumentation. A previously developed level system was used to evaluate the process of argumentation. The study has revealed some limitations of Digalo as a teaching resource, but has provided insights into ways in which students build their knowledge with the help of Digalo as they interact with each other and with scientific phenomena.
      pubtype: Academic Journal
      doctype:
        pictorial
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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