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ERIC Number: EJ1020887
Record Type: Journal
Publication Date: 2013
Pages: 41
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-0737-0008
Developing Norms of Argumentation: Metacognitive, Epistemological, and Social Dimensions of Developing Argumentive Competence
Kuhn, Deanna; Zillmer, Nicole; Crowell, Amanda; Zavala, Julia
Cognition and Instruction, v31 n4 p456-496 2013
We examine how extended engagement in argumentation with peers leads to enhanced metalevel understanding of argumentive discourse. Following such engagement, young adolescents demonstrated enhanced understanding of counterargument and use of evidence as objectives of skilled argumentation, relative to a nonparticipating comparison group. Among the participating group, analysis of metatalk (talk about the discourse, distinguished from talk about the topic) during electronic peer dialogs proved revealing regarding participants' evolving awareness of and adherence to discourse norms. Metatalk became more reciprocal and sustained with time and revealed an increasing focus on the argumentation process and engagement in talk that seeks to direct it. Implications are considered for understanding and studying argumentation as a social practice that encompasses not only individual skills but also the less visible norms that govern it and that members of a social group come to share.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York