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dc.contributor.authorFoo, Seau Yoon
dc.contributor.authorLooi, Chee-Kit
dc.date.accessioned2020-01-09T11:17:23Z
dc.date.accessioned2020-01-09T16:43:33Z-
dc.date.available2020-01-09T11:17:23Z
dc.date.available2020-01-09T16:43:33Z-
dc.date.issued2008-06
dc.identifier.citationFoo, S. Y. & Looi, C. (2008). Understanding Elementary Students’ Emergent Dialogical Argumentation in Science. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volume 1 (pp. 240-247). Utrecht, The Netherlands: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2008.1.240
dc.identifier.urihttps://repository.isls.org//handle/1/3100-
dc.description.abstractThis paper explores the use of Engle and Conant's (2002) theoretical framework of productive disciplinary engagement to describe a group of fifth-graders' emergent dialogical argumentation about a rocky seashore ecosystem that was triggered by fieldwork activities. Engle and Conant's theoretical framework was mapped onto Weinberger and Fischer's (2006) multi-dimensional conceptual framework for CSCL-based argumentation in order to guide the selection of analytical approaches that would holistically assess students' argumentation along four dimensions (i.e. participation, formal argumentative structure, social modes of co- construction of knowledge and epistemic reasoning). The application of these complementary analyses enabled the exploration of the effects of the different dimensions and the identification of instances of students' more productive argumentation of Science ideas in the Knowledge Forum (KF) platform.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleUnderstanding Elementary Students’ Emergent Dialogical Argumentation in Scienceen_US
dc.typePapersen_US
Appears in Collections:ICLS 2008

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