Reflective informal and non-linear aspects of argumentation in school practice

Abstract

This study continues a previous one (Plakitsi, Kokkotas, 2003) on the ways of argument in primary science school classroom. According to our point of view, argumentation, is not a matter of application of pre-existing rules (scholastic approach), but the thematic and normative perhaps, but most of all, critical self-examination of thought (interpretative approach). We studied pupils' (10-12 years) arguments during their dialogues in classroom. We used D.Waltons(1996) argumentation schema and also we agree with his assertion that different standards for evaluating argument apply to different types of dialogue. Furthermore, we analysed pupils' argumentative operations according to the context provided by Pontecorvo & Girardet (1993) in relation with that provided by Resnick et. al (1993). We made discourse analysis and also we studied interaction features in accordance to Roth's (1995) categorization. Finally, we recorded pupils' socio-cogniti ve roles.