Three Dimensions of Dialogicity in Dialogic Argumentation

Q3 Social Sciences

Studia Paedagogica Pub Date : 2019-12-31 DOI:10.5817/sp2019-4-9

Markus Hähkiöniemi, Sami Lehesvuori, P. Nieminen, Jenna Hiltunen, K. Jokiranta

引用次数: 5

Abstract

Three dimensions of dialogicity are emphasised in the literature: dialogic teacher talk, students' dialogic moves and organising for dialogic teaching. In this article, we examine these dimensions and the interplay between them in supporting dialogic argumentation in the context of whole-class discussions in mathematics and physics. Three seemingly different seventh-grade lessons were selected for further analysis from the database of a research project on dialogic argumentation. In this paper, we focus on whole-class discussions after a group assignment. The lessons were video recorded with multiple cameras and transcribed. We characterised dialogic features of teacher talk, more general teacher decisions and organising for dialogic teaching, as well as students' dialogic and justifying moves. In addition, we examined how these were connected. According to the results, the three dimensions of dialogicity played out differently in the lessons. Furthermore, the results give insights into the interplay of the three dialogicity dimensions and students' justifying moves in dialogic argumentation.

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对话论证中的对话性的三个维度

文献强调了对话性的三个维度：对话的教师话语、学生的对话动作和对话教学的组织。在这篇文章中，我们考察了这些维度以及它们之间的相互作用，以支持数学和物理全班讨论中的对话论证。从对话论证研究项目的数据库中选择了三门看似不同的七年级课程进行进一步分析。在这篇论文中，我们关注小组作业后的全班讨论。这些课程是用多台摄像机录制并转录的。我们描述了教师谈话的对话特征，更一般的教师决策和对话教学的组织，以及学生的对话和辩护动作。此外，我们还研究了它们之间的联系。根据研究结果，对话性的三个维度在课堂上表现得不同。此外，研究结果还揭示了三个对话维度与学生在对话论证中的辩护动作之间的相互作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studia Paedagogica Social Sciences-Education

CiteScore

1.00

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.