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ERIC Number: EJ1089389
Record Type: Journal
Publication Date: 2014
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1554-480X
Argumentation as/in/for Dialogical Relation: A Case Study from Elementary School Science
Kim, Mijung; Roth, Wolff-Michael
Pedagogies: An International Journal, v9 n4 p300-321 2014
Argumentation as a form of introducing children to science has received increasing attention over the past decade. Argumentation tends to be studied and theorized through the lens of individual speakers, who contribute to a conversation by means of opposing statements. M.M. Bakhtin and L.S. Vygotsky independently proposed a very different approach by suggesting that dialogical relations inherently and irreducibly embody argumentation. From this position, dialogical relations allow children to individualize argumentation. In this study, we show how the dialogical framework provides a very different, collective perspective on children's argumentation in problem-solving processes in elementary science classrooms.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A