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Critical Perspective Taking: Promoting and Assessing Online Written Argumentation for Dialogic Focus 批判性视角:促进和评估对话焦点的在线书面论证
Studia Paedagogica Pub Date : 2019-12-31 DOI: 10.5817/sp2019-4-6
S. McNaughton, Tong Zhu, N. Rosedale, Jacinta Oldehaver, R. Jesson, Cynthia Greenleaf
{"title":"Critical Perspective Taking: Promoting and Assessing Online Written Argumentation for Dialogic Focus","authors":"S. McNaughton, Tong Zhu, N. Rosedale, Jacinta Oldehaver, R. Jesson, Cynthia Greenleaf","doi":"10.5817/sp2019-4-6","DOIUrl":"https://doi.org/10.5817/sp2019-4-6","url":null,"abstract":"In this article, we consider the impact of classroom instruction and an online argumentation tool (AT) on students' written argumentation and 21st century skill development. Drawing on a wider study of 1:1 digital schools in Auckland, New Zealand, we examine the three-way relationship between argumentation teaching, student use of an online discussion board, and evidence of perspective taking. Longitudinal data from six elementary schools are analyzed, including 17 observations (in which the teaching focus was a nominated 21st century skill) and 253 student-written posts. Developmental profiles of student argumentation were determined using Kuhn and Crowell's (2011) taxonomy of argumentation function demonstrating potential for (1) instructional focus and (2) practice or \"dosage\" effects. Integrated student argumentation profiles acknowledging the benefits of other perspectives were found to co-occur with a higher focus on argumentation instruction, but without increases in students' critical reasoning. In addition to focus effects, repeated use of the AT suggests that stronger dosages positively influence student perspective integration. The implications for perspective taking and critical thinking through argumentation are discussed in relation to citizenship and resilience in 21st century digital contexts.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"24 1","pages":"119-141"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44773853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
The Role of the Teacher in Supporting Students’ Epistemic Thinking in Dialogic Argumentation. A Case Study 教师在对话论证中支持学生认知思维的作用。案例研究
Studia Paedagogica Pub Date : 2019-12-31 DOI: 10.5817/sp2019-4-7
Roman Švaříček
{"title":"The Role of the Teacher in Supporting Students’ Epistemic Thinking in Dialogic Argumentation. A Case Study","authors":"Roman Švaříček","doi":"10.5817/sp2019-4-7","DOIUrl":"https://doi.org/10.5817/sp2019-4-7","url":null,"abstract":"The purpose of this qualitative research paper was to explore the role of a teacher in supporting students' epistemic understanding and argumentation. The main subject of our research was expert teacher Daniela, who had been teaching Czech language arts for twelve years and undertook a developmental program on dialogic teaching three years prior to this study. Data were gathered through structured observations, six video recordings of teaching, and several interviews with the teacher and students. The findings showed that the teacher tried to depersonalise students' arguments and sought to make the argument jointly owned by everybody in the classroom so that it was possible to discuss the nature of the argument and not the student's personal opinion. The findings reveal that the depersonalisation is a unique procedure that could increase students' participation in dialogic argumentation while preserving their personal opinions.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"24 1","pages":"143-171"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46982921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Three Dimensions of Dialogicity in Dialogic Argumentation 对话论证中的对话性的三个维度
Studia Paedagogica Pub Date : 2019-12-31 DOI: 10.5817/sp2019-4-9
Markus Hähkiöniemi, Sami Lehesvuori, P. Nieminen, Jenna Hiltunen, K. Jokiranta
{"title":"Three Dimensions of Dialogicity in Dialogic Argumentation","authors":"Markus Hähkiöniemi, Sami Lehesvuori, P. Nieminen, Jenna Hiltunen, K. Jokiranta","doi":"10.5817/sp2019-4-9","DOIUrl":"https://doi.org/10.5817/sp2019-4-9","url":null,"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.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46799264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
A Case of Teacher and Student Mathematical Problem-Solving Behaviors from the Perspective of a Cognitive-Metacognitive Framework 认知元认知框架下的师生数学问题解决行为研究
Studia Paedagogica Pub Date : 2019-12-31 DOI: 10.5817/sp2019-4-10
Sinem Sozen Ozdogan, Bilal Ozcakir, Burcu Orhan
{"title":"A Case of Teacher and Student Mathematical Problem-Solving Behaviors from the Perspective of a Cognitive-Metacognitive Framework","authors":"Sinem Sozen Ozdogan, Bilal Ozcakir, Burcu Orhan","doi":"10.5817/sp2019-4-10","DOIUrl":"https://doi.org/10.5817/sp2019-4-10","url":null,"abstract":"This study aims to investigate the problem-solving behaviors of a teacher and his students based on a cognitive– metacognitive framework. The problem-solving behaviors of 6–8th-grade students and a mathematics teacher were recorded and encoded during task-based interview sessions about solving problems, and semi-structured interviews were used to obtain information regarding the mathematics teacher's perceptions of mathematical problem-solving processes. They solved the problems in a learning environment, and their problem-solving processes were investigated using the think-aloud method. The results indicated that the students and the teacher followed a similar path involving reading, understanding, exploring, planning, and implementing. Furthermore, not all episodes occurred in each problem-solving task and the behaviors that represented given episodes changed according to the participants. Students with different problem-solving skill levels were found to exhibit different frequencies of cognitive and metacognitive behaviors while solving problems. The problemsolving behaviors of the teacher and the students revealed information related to metacognitive behaviors that are to be developed in further studies.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"24 1","pages":"221-243"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47062136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Bewilderment as a Pragmatic Ingredient of Teacher-Student Dialogic Interactions 困惑作为师生对话互动的语用成分
Studia Paedagogica Pub Date : 2019-12-31 DOI: 10.5817/sp2019-4-2
Chrysi Rapanta
{"title":"Bewilderment as a Pragmatic Ingredient of Teacher-Student Dialogic Interactions","authors":"Chrysi Rapanta","doi":"10.5817/sp2019-4-2","DOIUrl":"https://doi.org/10.5817/sp2019-4-2","url":null,"abstract":"Several studies on dialogic pedagogies have contributed to shedding light on how the traditional, authoritative Inquiry-Response-Evaluation (IRE) pattern may be transformed into more open, discursive formats through the inclusion of discursive moves, e.g. questions, that are more \"authentic\" than others. However, the problem of defining genuine teacher-student dialogue at a discourse sequence level remains open. In this essay, I define this type of dialogue from a cognitive perspective, as a dialogue aimed at fulfilling a sensemaking goal framed in at least three ways: as an individual constructionist, a socio-constructivist, and a socio-epistemological process. I then propose bewilderment, based on the philosophical concept of \"critical aporia,\" as a necessary ingredient of pedagogical teacher-student interactions. These two elements, sensemaking and bewilderment, are then used together as framing indicators of three different profiles of pedagogical dialogues.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"24 1","pages":"45-61"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42362377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The Dimensions of Argumentative Texts and Their Assessment 议论文的维度及其评价
Studia Paedagogica Pub Date : 2019-12-31 DOI: 10.5817/sp2019-4-1
Fabrizio Macagno, Chrysi Rapanta
{"title":"The Dimensions of Argumentative Texts and Their Assessment","authors":"Fabrizio Macagno, Chrysi Rapanta","doi":"10.5817/sp2019-4-1","DOIUrl":"https://doi.org/10.5817/sp2019-4-1","url":null,"abstract":"The definition and the assessment of the quality of argumentative texts has become an increasingly crucial issue in education, classroom discourse, and argumentation theory. The different methods developed and used in the literature are all characterized by specific perspectives that fail to capture the complexity of the subject matter, which remains ill-defined and not systematically investigated. This paper addresses this problem by building on the four main dimensions of argument quality resulting from the definition of argument and the literature in classroom discourse: dialogicity, accountability, relevance, and textuality (DART). We use and develop the insights from the literature in education and argumentation by integrating the frameworks that capture both the textual and the argumentative nature of argumentative texts. This theoretical background will be used to propose a method for translating the DART dimensions into specific and clear proxies and evaluation criteria.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"24 1","pages":"11-44"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44421398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Zpětná vazba na žákovské chyby ve výukové komunikaci s celou třídou 与全班同学交流教学中学生错误的反馈
Studia Paedagogica Pub Date : 2019-10-19 DOI: 10.5817/sp2019-3-6
Martin Majcík
{"title":"Zpětná vazba na žákovské chyby ve výukové komunikaci s celou třídou","authors":"Martin Majcík","doi":"10.5817/sp2019-3-6","DOIUrl":"https://doi.org/10.5817/sp2019-3-6","url":null,"abstract":"Výzkumne setřeni se zabýva z působy zpětne vazby v reakci na žakovskou chybu při komunikaci s celou třidou. Zpětna vazba na chybu představuje důležitý moment, který rozhoduje o tom, zda bude chybě věnovana dalsi pozornost a jakým z působem bude dale řesena. Cilem studie je tedy popsat podobu z pětne vazby, ktera na chybu navazuje a dale s ni pracuje. Z hlediska teoretických konceptů je věnovana pozornost pojeti chyby v kontextu výuky a praci ucitele s žakovskou chybou. Na zakladě odborneho diskurzu je take vzhledem k chybě vymezena tzv. produktivni z pětna vazba. Kvalitativni výzkumne setřeni bylo realizovano ve výuce ceskeho jazyka v 9. rocniku zakladni skoly ve ctyřech cileně vybraných skolnich třidach. Sběr dat probihal prostřednictvim pozorovani a analyzovano bylo celkem 24 videozaznamů vyucovacich hodin. Jak je z výsledků patrne, ve výuce můžeme identifikovat ctyři typy ucitelske z pětne vazby, ktere se odlisuji z hlediska obsažených informaci a z působu využiti chyby na podporu žakovskeho uceni.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45950842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Průběh školního roku na českých obecných menšinových školách v meziválečném Československu pohledem dějin každodennosti
Studia Paedagogica Pub Date : 2019-10-19 DOI: 10.5817/sp2019-3-2
Michal Šimáně
{"title":"Průběh školního roku na českých obecných menšinových školách v meziválečném Československu pohledem dějin každodennosti","authors":"Michal Šimáně","doi":"10.5817/sp2019-3-2","DOIUrl":"https://doi.org/10.5817/sp2019-3-2","url":null,"abstract":"Tematem studie je problematika ceskeho mensinoveho skolstvi v mezivalecnem Ceskoslovensku. Konkretnim cilem textu je popsat a interpretovat významne udalosti a jevy, ktere doprovazely skolni život na ceských obecných mensinových skolach v politickem okresu Usti nad Labem v průběhu skolniho roku. Výzkum vychazi z historiografickeho přistupu dějin každodennosti. Data byla ziskana studiem a analýzou archivnich materialů uložených v Archivu města Usti nad Labem a Narodnim archivu v Praze a analýzou memoarů Emmi-Goldrun Schellberger uložených v Sudetoněmeckem institutu v Mnichově. Studie přinasi ojedinělý pohled do každodenniho života ceských obecných mensinových skol. Ukazuje napřiklad okolnosti zahajeni a zavěru skolniho roku, průběh vyucovaci hodiny, aktivit žaků během přestavek mezi vyucovacimi hodinami a dalsich jevů spojených se skolnim životem, ktere ziskane archivni materialy umožnily odhalit.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41383092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Koncept přírodovědné gramotnosti v České republice: analýza a porovnání
Studia Paedagogica Pub Date : 2019-10-19 DOI: 10.5817/sp2019-3-4
Svatava Janoušková, Vojtěch Žák, Martin Rusek
{"title":"Koncept přírodovědné gramotnosti v České republice: analýza a porovnání","authors":"Svatava Janoušková, Vojtěch Žák, Martin Rusek","doi":"10.5817/sp2019-3-4","DOIUrl":"https://doi.org/10.5817/sp2019-3-4","url":null,"abstract":"Přirodovědna gramotnost je pojem, který je od 50. let 20. stoleti uživan v mezinarodnim prostředi, v poslednich desetiletich v souvislosti s setřenim PISA. Take v kontextu vzdělavani v Ceske republice se s timto pojmem můžeme setkat, ackoli neexistuje jeho jedine vymezeni. Cilem studie je analýza a porovnani tři ceských a jednoho mezinarodniho dokumentu, ktere se k přirodovědne gramotnosti vztahuji. Na zakladě obsahove analýzy a komparace dokumentů se ukazuje, že jednotliva vymezeni přirodovědne gramotnosti shodně zahrnuji: znalost a použivani přirodovědných pojmů; znalost a použivani vědeckých metod; reflexi vědecke prace a sirsi kontext přirodovědneho poznani. Vymezeni se lisi jen mirně, a to předevsim v důrazu na životni prostředi, souvislost mezi rozvojem přirodovědne a ctenařske gramotnosti, zachazeni s informacemi z medii a v různem detailu vymezeni přirodovědne gramotnosti. Implementovani přirodovědne gramotnosti do aktualně revidovaneho kurikula se jevi jako možne bez větsich obtiži.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42704817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Přestupy žáků na druhém stupni základní školy: srovnání dvou případů 小学二年级学生转学：两个案例的比较
Studia Paedagogica Pub Date : 2019-10-19 DOI: 10.5817/sp2019-3-1
Jan Vyhnálek, Dominik Dvořák
{"title":"Přestupy žáků na druhém stupni základní školy: srovnání dvou případů","authors":"Jan Vyhnálek, Dominik Dvořák","doi":"10.5817/sp2019-3-1","DOIUrl":"https://doi.org/10.5817/sp2019-3-1","url":null,"abstract":"Přiciny a proces přestupů (transferů) žaků, tedy meziskolni mobility, jsou dosud malo studovaným aspektem tohoto jevu. Kvalitativni vicepřipadova studie přinasi analýzu dvou připadů přestupů žaků zakladni skoly, navazujicich na tranzici na druhý stupeň. Jadrem textu jsou analyticke narace, kde jsou připady podrobně popsany jako dynamický proces setkani nebo střetu různých perspektiv hlavnich akterů: rodiců, žaků a jejich sourozenců, pracovniků skol a poradenských zařizeni. Analýza ukazuje transfer jako důsledek střetu aktivnich rodiců snažicich se vytvořit optimalni podminky pro děti, ktere se v prostředi skoly spatně zacleňovaly, s pracovniky skoly. Vzniklý konflikt převažil nad možnostmi komunikace a spoluprace, což vedlo k rozhodnuti změnit skolu, provazenemu ulevou na straně rodiny a kratkodobým nebo dlouhodobým zlepsenim situace ditěte. V analyticke casti je srovnavana kongruence připadů s teoriemi socialni praxe a socialniho kapitalu P. Bourdieua a J. Colemana. Ukazuje se, že každa z teorii přispiva k vysvětleni přicin a procesu přestupů jiným z působem, v analýze se vzajemně doplňuji a vytvařeji jednotný integrovaný vzorec: prvni z nich vysvětluje lepe reaktivni dynamiku stigmatizace a vylucovani ditěte a rodiny v socialnim poli skoly, druha vice strategickou snahu zlepsit kvalitu prostředi skoly zvýsenim socialniho kapitalu nebo hledat skolu s vyssim socialnim kapitalem.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41597584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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