ERIC Number: ED371041
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
Argumentation Structure and Metacognition in Constructing Shared Knowledge at School.
Mason, Lucia; Santi, Marina
This paper reports on a qualitative study of children's discourse-reasoning about knowledge objects emerging when the classroom becomes a community of discourse. Its purpose was to analyze metacognitive reflections with respect to the steps of the argument. Within science education classes, a part of a wider ecological curriculum was implemented by engaging 22 fifth graders in a social constructivist learning environment in which discussions were the means of constructing shared knowledge. First the identified steps of the children's arguments and the different levels of their metacognitive reflections are presented. An analysis of how the latter were made explicit within the upward dynamics of argumentation follows. As hypothesized, the deepest steps of argument were characterized by the highest levels of metacognitive reflections. Examples show that when the children were searching for valid and critically sharable reasons on which to found and support their claims, they were induced to reflect on what, why, how, and when they knew. Therefore this study provides empirical evidence of the ways in which classroom discussions can stimulate higher levels of reasoning and arguing in children operating within their zones of proximal development in a kind of cognitive apprenticeship. (Contains 42 references and 6 tables). (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Cognitive Apprenticeships; Reflective Thinking
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).