Article published In:
Journal of Argumentation in ContextVol. 6:2 (2017) ► pp.193–219
Do adult-children dialogical interactions leave space for a full development of argumentation?
A case study
This paper sets out to analyse a case study of adult-children interaction in an educational context from a perspective of argumentation. We select a case in which 3 argumentative discussions are opened and we analyse them with the aim of understanding whether they are fully developed from a point of view of argumentation; or whether they are cut short and why. Our focus is not on the children’s individual productions but on the process of interaction. We assume the pragma-dialectical model of argumentation and the AMT as a theoretical framework. Our findings show that none of the discussions opened gets to a concluding stage, either because the teacher shifts the discussion on a different issue, or because the opening stage is not clear, or because the argumentation stage is not adequately developed. These findings contribute to conceptual clarification about how to interpret the role of a teacher.
Keywords: children’s argumentation, interaction, critical discussion, opening stage, issue
Article outline
- 1.Objectives of this study
- 2.Theoretical framework and methodology for the analysis
- 3.Methodology of data collection
- 4.Analysis
- 4.1Analytic overview of argumentation in Extract 1
- 4.2Discussion
- 4.2.1Meaningful issues and legitimate issues
- 4.2.2Developing different lines of argument?
- 4.2.3What is pollution? A problem with the opening stage
- 5.Conclusions and openings
- Acknowledgements
- Notes
-
References
This article is currently available as a sample article.
References
Andriessen, J., & B. Schwarz
(2009) “Argumentative design”. In Argumentation and education: Theoretical foundations and practices, ed. by N. Muller Mirza, & A. -N. Perret-Clermont, 145–174. New York: Springer. 
Asterhan, C., & Schwarz, B.
(2016) Argumentation for Learning: Well-Trodden Paths and Unexplored Territories. Educational Psychologist, 511.
Carugati, F., & Perret-Clermont, A-N.
(2015) “Learning and Instruction: Social-Cognitive Perspectives”. In International Encyclopedia of the Social & Behavioral Sciences (2nd edition), Editor-in-chief James D. Wright, Vol 131, 670–676. Oxford: Elsevier.
César, M., & Kumpulainen, K.
(Eds.) (2009) Social Interactions in Multicultural Settings. Rotterdam: Sense Publishers.
Cesari Lusso, V.
(2001) Quand le défi est appelé intégration. Bern: Peter Lang.
Dascal, M.
(2003) “Understanding misunderstanding”. In Interpretation and Understanding, ed. by M. Dascal, 293–321. Amsterdam/Philadelphia: John Benjamins.
Dolz, J., Noverraz, M., & B. Schneuwly
(2001) “S’exprimer en français: séquences didactiques pour l’oral et pour l’écrit, Vol. I (5 séquences didactiques 1e – 2e)”. Bruxelles: De Boeck.
van Eemeren, F. H.
(2010) Strategic manoeuvring in argumentative discourse: extending the pragma-dialectical theory of argumentation. Amsterdam/Philadelphia: John Benjamins.
van Eemeren, F. H., & R. Grootendorst
(1984) Speech acts in argumentative discussions. Dordrecht/Cinnaminson: Foris.
(2004) A systematic theory of argumentation: The pragma-dialectical approach. Cambridge: Cambridge University Press.
van Eemeren, F. H., Grootendorst, R., & A. F. Snoeck-Henkemans
(2002) Argumentation: Analysis, evaluation, presentation. Mahwah, NJ: Lawrence Erlbaum Associates.
Flyvbjerg, B.
(2001) Making social science matter. Why social inquiry fails and how it can succeed again. Cambridge: Cambridge University Press.
Giglio, M.
(2015) Creative collaboration in teaching. New York: Palgrave Macmillan.
Giglio, M., & A. -N. Perret-Clermont
(2012) “Prédire, agir et observer. Une méthodologie pour développer séquences pédagogiques et savoirs professionnels”. Formation et pratiques d’enseignement en questions: revue des HEP de Suisse romande et du Tessin, 141, 127–140.
Gobber, G.
(1999) Pragmatica delle frasi interrogative. Con applicazioni al tedesco, al polacco e al russo. Milano: ISU.
Goodwin, J.
(2002) Designing issues. In Dialectic and rhetoric: The warp and woof of argumentation analysis, ed. F. H. van Eemeren, & P. Houtlosser, 81–96. Dordrecht: Kluwer Academic Publishers.
Greco Morasso, S.
(2011) Argumentation in dispute mediation: A reasonable way to handle conflict. Amsterdam/Philadelphia: John Benjamins.
Greco, S.
(2016) “L’enfant dans la discussion: Questions de légitimité, de confiance et d’interprétation de sa parole”, FamPra 2(2016), 402–415.
Greco, S., Mehmeti, T., & A. -N. Perret-Clermont
(2016) “Getting involved in an argumentation in class as a pragmatic move: Social conditions and affordances”. In Argumentation and reasoned action. Proceedings of the first European Conference on Argumentation (Vol II), Ed. D. Mohammed, & M. Lewiński, 463–478. London: College Publications.
Greco Morasso, S., Miserez-Caperos, C., & A. -N. Perret-Clermont
(2015) “L’argumentation à visée cognitive chez les enfants”. In L’argumentation dans les contextes de l’éducation, ed. N. Muller Mirza, & C. Buty, 39–82. Bern: Peter Lang.
Jacquin, J.
(2014) Débattre. L’argumentation et l’identité au cœur d’une pratique verbale. Bruxelles: De Boeck.
Jiménez-Aleixandre, M. P.
(2008) “Designing argumentation learning environments”. In Argumentation in Science Education: Perspectives from classroom-based research, ed. S. Erduran, & M. P. Jiménez-Aleixandre, 91–115. New York: Springer.
Mehmeti, T.
(2013) Réussite scolaire de jeunes femmes kosovares: Quels processus psycho-sociaux. Dossiers de psychologie et éducation, Université de Neuchâtel 701, 5–125.
Mehmeti, T., & Perret-Clermont, A. N.
(2016) “Seeking Success of Migrant Students through Designed Tasks: A Case Study with Albanian Students in Switzerland”. In Open Spaces for Interactions and Learning Diversities, ed. A. Surian, 137–150. Rotterdam: Sense Publishers.
Mercer, N., & Littleton, K.
(2007) Dialogue and the development of children’s thinking: Asociocultural approach. London: Routledge.
Muller Mirza, N., & C. Buty
(2015) “L’argumentation dans les contextes de l’éducation: enjeux et questions vives”. In L’argumentation dans les contextes de l’éducation, ed. N. Muller Mirza, & C. Buty, 13–36. Bern: Peter Lang.
Osborne, J., Erduran, S., & S. Simon
(2004) “Enhancing the quality of argument in school science”. Journal of Research in Science Teaching 41(10), 994–1020.
Palmieri, R.
Perret-Clermont, A. -N.
(1980) Social interaction and cognitive development in children. London: Academic Press (original edition in French: La construction de l’intelligence dans l’interaction sociale. Bern: Peter Lang 1979).
(2015) “The architecture of social relationships and thinking spaces for growth”. In Social Relations in Human and Societal Development, ed. by C. Psaltis, A. Gillespie, & A. -N. Perret-Clermont, 51–70. Basingstokes (Hampshire, UK): Palgrave Macmillan.
Perret-Clermont, A. -N., & A. Iannaccone
(2005) “Le tensioni delle trasmissioni culturali: c’è spazio per il pensiero nei luoghi istituzionali dove si apprende?” In Quale psicologia per la scuola del futuro?, ed. T. Mannarini et al., 59–70. Roma: Carlo Amore.
Plantin, C.
(1996) L’argumentation. Paris: Le Seuil.
(2005) L’argumentation: Histoire, théories et perspectives. Paris: PUF.
Pontecorvo, C., & L. Sterponi
(2006) “Learning to argue and reason through discourse in educational settings”. In Learning for Life in the 21st Century, ed. G. Wells, & G. Claxton, 127–140. Oxford: Blackwell.
Resnick, L. B., & F. Schantz
(2015) “Re‐thinking intelligence: Schools that build the mind”. European Journal of Education 50(3), 340–349.
Resnick, L. B., Asterhan, C. S. C., & S. Clarke
(Eds.) (2015) Socializing intelligence through academic talk and dialogue. Washington, DC: AERA.
Rigotti, E., & S. Greco Morasso
(2009) “Argumentation as an object of interest and as a social and cultural resource”. In Argumentation and Education. Theoretical Foundations and Practices, ed. N. Muller Mirza, & A. -N. Perret-Clermont,. 9–66. Dordrecht: Springer.
(2010) “Comparing the Argumentum Model of Topics to other contemporary approaches to argument schemes: the procedural and material components”. Argumentation 24(4), 489–512.
Schär, R.
(2016) “Uses of arguments from definition in children’s argumentation”. Paper presented at the international conference of the Ontario Society for the Study of Argumentation (OSSA), Windsor (CA), May 2016.
Schär, R., & Greco, S.
(2016) “The emergence of issues in everyday discussions between adults and small children”. Paper presented at the conference: Inquiry and Argumentation: Education for Thinking, Ghent, August 2016.
Schneuwly, B., & J. Dolz
(2009) “Des objets enseignés en classe de français”. Rennes: Presses Universitaires de Rennes.
Schubauer-Leoni, M. L.
(1993) “Negotiating the meaning of questions in didactic and experimental contracts”. European Journal of Psychology of Education 8(4), 451–471.
Schwarz, B. B., & Baker, M. J.
(2016) Dialogue, Argumentation and Education: History, Theory and Practice. Cambridge: Cambridge University Press.
Sensevy, G., & A. Mercier
(dir) (2007) Agir ensemble: l’action didactique conjointe du professeur et des élèves. Rennes: Presses universitaires de Rennes.
Simon, S., Erduran, S., & J. Osborne
(2006) “Learning to teach argumentation: Research and development in the science classroom”. International Journal of Science Education 28(2–3), 235–260.
Trognon, A.
(2001) “Speech acts and the logic of mutual understanding”. In Essays in speech act theory, ed. D. Vanderveken, & S. Kubo, 121–135. Amsterdam: John Benjamins and sons Publishing Company.
Cited by
Cited by 13 other publications
Bauri, Swagatanjali
2022. Arguing with Children: Exploring Problems of Charity and Strawmanning. Argumentation 36:3 ► pp. 415 ff. 
Convertini, Josephine, Francesco Arcidiacono & Céline Miserez-Caperos
2023. Teachers’ interventions in science education at primary school. The role of semiotic resources during argumentative interactions in classroom. Research in Science & Technological Education ► pp. 1 ff.
Eldstål-Ahrens, Lea, Malin Nilsen & Niklas Pramling
2022. Premising and arguing: The variety in 9- to 10-year-old children taking on an equity/equality task in the context of group discussions. Learning, Culture and Social Interaction 35 ► pp. 100648 ff.
Greco, Sara
2021. Young children as rational interlocutors. In An Argumentative Analysis of the Emergence ofIssuesin Adult-Children Discussions [Argumentation in Context, 19], ► pp. 1 ff.
Greco, Sara & Barbara De Cock
2021. Argumentative misalignments in the controversy surrounding fashion sustainability. Journal of Pragmatics 174 ► pp. 55 ff.
Iannaccone, Antonio, Anne-Nelly Perret-Clermont & Josephine Convertini
2019. Children as Investigators of Brunerian “Possible Worlds”. The Role of Narrative Scenarios in children’s Argumentative Thinking. Integrative Psychological and Behavioral Science 53:4 ► pp. 679 ff.
Kohler, Alaric & Teuta Mehmeti
2022. From inference processes to situations of misunderstanding. Journal of Argumentation in Context 11:3 ► pp. 283 ff.
Perret-Clermont, Anne-Nelly
2018. Baruch B. Schwarz and Michael J. Baker. (2017) Dialogue, argumentation and education: History, theory and practice
. Journal of Argumentation in Context 7:1 ► pp. 101 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.
Rigotti, Eddo & Sara Greco
2019. The Inferential Configuration of Arguments: The Argumentum Model of Topics. In Inference in Argumentation [Argumentation Library, 34], ► pp. 207 ff.
Schär, Rebecca & Sara Greco
2018. The Emergence of Issues in Everyday Discussions Between Adults and Children. International Journal of Semiotics and Visual Rhetoric 2:1 ► pp. 29 ff.
Soncini, Annalisa, Maria Cristina Matteucci & Fabrizio Butera
2021. Error handling in the classroom: an experimental study of teachers’ strategies to foster positive error climate. European Journal of Psychology of Education 36:3 ► pp. 719 ff.
[no author supplied]
This list is based on CrossRef data as of 1 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.