An instrument for analysing students’ argumentative reasoning when participating in debates

Martins, Marina; Justi, Rosária

doi:10.1080/09500693.2019.1579005

Cited by 10 publications

(8 citation statements)

References 20 publications

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“…From an analytical perspective, in regular science teaching contexts, even if students know the purpose of the activity (collective intention), they may express individual intentions that are not coherent with the collective one(s), or in a way that their coherence is not evident. This relationship is underdeveloped in the studies analyzing argumentative dialogues, which tend to characterize collective intentions but only specific individual intentions (Asterhan & Babichenko, 2015; Felton et al, 2019; Martins & Justi, 2019a), which may result in a less in‐depth understanding of how students argue. From an educational science perspective, the detection of irrelevant or partially relevant moves can be used for helping students make manifest the relationship between their claims and their intended conclusions or the context in which they were constructed.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, the tool has the potential to characterize the argumentative discourse in science teaching contexts beyond the moves of refuting, questioning, and providing support from arguments, as observed in the excerpts from modeling-based science teaching interactions in everyday, scientific, and socioscientific situations analyzed in this study, which are the only moves normally analyzed in these studies (see for instance, Erduran et al, 2004;Kuhn & Udell, 2003;Martins & Justi, 2019a;Mendonça & Justi, 2014;Sandoval, 2005;Venville & Dawson, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…However, in some cases, analogies can appear as topically irrelevant, as they address a subject matter different from the one under discussion. If the analogy can be reconstructed only by supplying several additional premises-hardly accessible or acceptable in the given context-the topical coherence can be weaker and the move only partially relevant (Martins & Justi, 2019a). Moreover, students may also take too much information for granted and perform moves whose relationship with the discourse is not evident.…”

Section: Relevance Of Dialogic Movesmentioning

confidence: 99%

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An analytical instrument for coding and assessing argumentative dialogues in science teaching contexts

Martins

Macagno

2022

Science Education

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Most of the tools developed in the area of Science Education aimed at analyzing either the product or the process of argumentation do not consider the following: (a) arguments are a part of dialogues, (b) dialogues present different objectives, (c) dialogues start from different assumptions, and (d) dialogues shape the roles and moves of interlocutors. This paper intends to address the analysis of argumentative exchanges within educational science dialogues considering several aspects of argumentation that have neglected to be investigated in the field of education, such as the relations among individual moves and the dialogues they are part of, and the influence of such moves on knowledge construction. Toward this purpose, a proposed tool is presented, which describes argumentative dialogues in science teaching contexts across the varied and interrelated dimensions. This tool, consisting of six analytical aspects, is applied to high school chemistry students' argumentative dialogues taking place during modeling activities. Data collection (involving audio and video recording plus observations made by the researchers) revealed the main affordances of this tool as follows: (a) favoring an understanding of the individual and collective students' intentions; (b) enabling the characterization of argumentative discourse beyond the moves of refuting, questioning and providing support; (c) enabling the identification of whether knowledge construction has occurred; and (d) the possibility of analyzing teaching situations across different contexts. Thus, the tool supports the descriptions and analyses of the scientific argumentation process and the associated knowledge construction by students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Relevance Of Dialogic Movesmentioning

confidence: 99%

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An analytical instrument for coding and assessing argumentative dialogues in science teaching contexts

Martins

Macagno

2022

Science Education

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“…This target score is called the Minimum Completeness Criteria in the education of Indonesia (Sugiarto & Sumarsono, 2014). So that it causes a decrease in the moral quality of students when participating in mathematics learning (Martins & Justi, 2019). Based on this, it is necessary to instill noble values in students when learning mathematics, in addition to invest mathematical concepts.…”

Section: Introductionmentioning

confidence: 99%

The expansion of sociocultural theory-oriented mathematical learning model

Ardana

Ariawan

Sugiharni

2021

CJES

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The research aim was to obtain a Sociocultural Theory-oriented Mathematics Learning Model with Tri Hita Karana insight that is valid, practical, and effective in developing the good character of students in learning mathematics. This research was a research and development with reference to the development of Plomp. The data collection techniques used tests and questionnaires. The results showed that: (1) the Sociocultural Theory-oriented Mathematics Learning Model with Tri Hita Karana insight is valid, practical, and effective to use to develop the good character of students; (2) there was an increase in the good character of students from the category ‘sometimes shows good behavior according to the Tri Hita Karana aspect and often behaves not in accordance with the Tri Hita Karana aspect’ to the category ‘often and consistently shows good behavior according to the Tri Hita Karana aspect’; and (3) positive student responses to learning. Keywords: Mathematical learning, sociocultural theory, tri hita karana, pawongan, tri pramana

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“…In education, argumentation is not only an ability that needs to be mastered but also because it can be used to promote learning in philosophy, history, science, mathematics, and many other fields (Mirza & Perret-Clermont, 2009;Noroozi & Hatami, 2019). In the field of science education, argumentation can lead not only to the learning and the advancement of science but also to the creation of argumentative skills (Martins & Justi, 2019). Argumentation is also a central component of the scientific process (Mathis et al, 2017) and an essential competency for science literacy (Lin & Hung, 2016).…”

Section: Introductionmentioning

confidence: 99%

Argumentation in K-12 Mathematics and Science Education: A Content Analysis of Articles

Kartika

Budiarto

Fuad

2020

IJRES

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The current study employed a content analysis approach to analyze and compare argumentation research in K-12 mathematics and science education published on top five academic journals with the highest impact factor from 2010 to 2019. It includes 9 research articles in the field of mathematics education and 77 research articles in the field of science education. The objectives of this study are to examine the similarities and differences in number of articles, contributors by nationality, method and design, subject, model, setting, and research topics. The results show that despite the argumentation research trend in both contexts tends to decrease, there are more researches related to argumentation on science subject compared to mathematics at K-12 level. These results have an impact on the increasingly diverse categories of argumentation studies in K-12 science. The implications of this research can obviously provide insights to the study of argumentation for mathematics education, science, and education researchers.

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An instrument for analysing students’ argumentative reasoning when participating in debates

Cited by 10 publications

References 20 publications

An analytical instrument for coding and assessing argumentative dialogues in science teaching contexts

An analytical instrument for coding and assessing argumentative dialogues in science teaching contexts

The expansion of sociocultural theory-oriented mathematical learning model

Argumentation in K-12 Mathematics and Science Education: A Content Analysis of Articles

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