Understanding Argumentation as a Form of Cognitive and Social Practice

• In Event: 31.079 - Science Teaching and Learning SIG Paper Session: Community and Collaboration

Abstract

This paper reported on the development of a model of argumentation—Argumentation: a form of cognitive and social practice (A-CSP). In this model, ground in both the metacognitive and sociocultural frameworks, argumentation is understood as a form of practice with both cognitive and social aspects. The initial version of A-CSP was developed through synthesizing relevant theories and reviewing a range of literature. To test and further revise the model, a field test was conducted in an elementary science classroom. In the field test, data were collected over a 10-week-long research period. Various methods were used, including classroom observation, interviews, think-aloud strategy, and collecting students’ artifacts. Analysis of the qualitative data resulted in two main revisions to the initial model.

Authors

• Qingna Jin, University of Alberta

• Mijung Kim, University of Alberta