Part of
Scrutinizing Argumentation in PracticeEdited by Frans H. van Eemeren and Bart Garssen
[Argumentation in Context 9] 2015
► pp. 135–150
Edited by Frans H. van Eemeren and Bart Garssen
[Argumentation in Context 9] 2015
► pp. 135–150
Knowledge-oriented argumentation in children
This paper analyzes children’s argumentative discussions centered on the resolution of cognitive tasks, starting from the hypothesis that children’s interventions are more complex and complete than usually described in psychological research on argumentation skills. Our results can be viewed as a possibility to reconsider the usual school situations in which children’s argumentative skills are assessed in order to better understand the social, relational and emotional conditions that support argumentation in children.
Cited by
Cited by 9 other publications
Bauri, Swagatanjali
2022. Arguing with Children: Exploring Problems of Charity and Strawmanning. Argumentation 36:3 ► pp. 415 ff. 
Bose, Ines & Kati Hannken-Illjes
2020. On the role of voice and prosody in argumentation among pre-school children. Research on Children and Social Interaction 4:1 ► pp. 51 ff.
Castellaro, Mariano Andrés, Nadia Soledad Peralta & Juan Manuel Curcio
2023. Competence symmetry in peer collaboration: A micro-sequential approach. European Journal of Psychology of Education
Convertini, Josephine, Francesco Arcidiacono & Céline Miserez-Caperos
2024. Teachers’ interventions in science education at primary school. The role of semiotic resources during argumentative interactions in classroom. Research in Science & Technological Education 42:1 ► pp. 94 ff.
Mehmeti, Teuta & Anne-Nelly Perret-Clermont
2016. Seeking Success of Migrant Students through Designed Tasks. In Open Spaces for Interactions and Learning Diversities, ► pp. 137 ff.
Miserez-Caperos, Céline
2019. Francesco Arcidiacono & Antonio Bova (2017). Interpersonal argumentation in educational and professional
contexts
. Journal of Argumentation in Context 8:3 ► pp. 392 ff.
Perret-Clermont, Anne-Nelly, Rebecca Schär, Sara Greco, Josephine Convertini, Antonio Iannaccone & Andrea Rocci
2019. Chapter 12. Shifting from a monological to a dialogical perspective on children’s argumentation. In Argumentation in Actual Practice [Argumentation in Context, 17], ► pp. 211 ff.
Zittoun, Tania
2017. Symbolic resources and sense-making in learning and instruction. European Journal of Psychology of Education 32:1 ► pp. 1 ff.
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