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Культурно-историческая психология

Издатель: Московский государственный психолого-педагогический университет

ISSN (печатная версия): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

Лицензия: CC BY-NC 4.0

Издается с 2005 года

Периодичность: 4 номера в год

Доступ к электронным архивам: открытый

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Еlements of design for studying argumentation: the case of two on-going research lines 804

Колер А., студент, Институт психологии и образования, Университет Ньюшателя, Нёвшатель, Швейцария, alaric.kohler@unine.ch
Аркидьяконо Ф., PhD, профессор института психологии и образования университета г.Ньюшатель, Нёвшатель, Швейцария

Аннотация

The aim of this paper is to present some ideas in order to construct designs for studying argumentation. Our specific focus is on learning processes involving peer interactions and adult-children activities. We consider argumentation as a context-bounded activity, at the crossroads of different lines of research, such as the neo-piagetian and neo-vygotskian concerns for the socio-cognitive development of higher psychological processes, and the socio-cultural approach of participative interactions within goal-directed activities. In this paper we offer some elements to implement designs around two on-going research lines in order to pay attention to quasi-experimental and observational studies. Firstly we present the task of liquid conservation assuming that a revisitation of this classical study could offer a possibility to consider the argumentation in children's talk beyond Piaget's logicism. The second line concerns an educational situation designed to observe learning through argumentation in classroom contexts; inspired by a piagetian task for studying physics quantities, a sequence is planned to offer students an educational setting to commit into argumentative interactions.

Рубрика: Эмпирические исследования

Тип: научная статья

Ссылка для цитирования

Фрагмент статьи

What is the role of argumentation in learning processes? How and under which circumstances do peer interactions and adult-children activities promote learning through argumentation?

In this paper, we aim to present some elements of designs within two different research lines aiming at highlighting how argumentation can emerge as a context-bounded activity in learning settings. We propose to pay attention to quasi-experimental and observational studies, starting from different perspectives: the neo-piagetian and neo-vygotskian concerns on learning and argumentation; the main approaches of participative interactions within educational activities; and the recent advances of argumentation theories that underline the need of alternative models to consider the argumentative processes emerging from social interactions. We will present some methodological aspects in the implementation of two on-going research designs: the first one concerns the piagetian test of liquid conservation; the second one proposes classroom activities in physics education.

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