Children as Investigators of Brunerian “Possible Worlds”. The Role of Narrative Scenarios in children’s Argumentative Thinking

Iannaccone, Antonio; Perret-Clermont, Anne-Nelly; Convertini, Josephine

doi:10.1007/s12124-019-09505-3

Cited by 17 publications

(9 citation statements)

References 26 publications

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“…From his perspective, the child can conclude that it is not possible to work together (final conclusion). The adult and the children do not share the same narrative scenario (Iannaccone et al 2019). In fact, while the issue of the researcher exclusively considers her goal (building an hourglass), Tom adds an aspect hitherto ignored (the tools needed to work together).…”

Section: Case 1: the Toy Shovelmentioning

confidence: 99%

An Interdisciplinary Approach to Investigate Preschool children’s Implicit Inferential Reasoning in Scientific Activities

Convertini

2020

Res Sci Educ

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The implementation of Science, Technology, Engineering, and Mathematics (STEM) at school is one of the challenges of education in the twenty-first century, especially concerning the development of critical thinking during argumentative interactions. In this paper, I refer to an interdisciplinary approach with the aim to analyze the implicit inferential reasoning emerging in argumentative discussions among children during scientific activities. The study involved 25 preschool children at a kindergarten engaged in three problem solving tasks. The first activity was to build a tunnel, the second to build a bridge—both with the use of Lego©—and the third to build an hourglass with recycled materials. The tasks were video-recorded and the discussions transcribed. The analysis implied different steps: first, I identified the argumentative structure of each exchange according to the pragma-dialectical approach; then, I found the implicit premises using the Argumentum Model of Topics; afterward, I analyzed the argumentative discussions according to a sociocultural approach. The findings show a predominance of arguments based on causal relationships and indicate how children reason regarding complex aspects of a problem, such as the negative consequences of an action, the adequacy of the available tools, and the (possible) future conditions connected to the scientific activity they are involved in. The study opens a possibility to shift from how to implement STEM activities to what children already do when engaged in scientific tasks. It also encourages the adoption of an interdisciplinary approach to investigating the complex process of argumentation in preschool children.

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Section: Case 1: the Toy Shovelmentioning

confidence: 99%

An Interdisciplinary Approach to Investigate Preschool children’s Implicit Inferential Reasoning in Scientific Activities

Convertini

2020

Res Sci Educ

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“…It can either lead to the technical knowledge of how things happen or "to a deeper connection with the issues." The cultivation of empathy results from education processes that relate to compassion and relevance to one's own life, which means that learning must be realized through critical inquiry and analysis, exposure to different viewpoints, arguments [50] and debates, and empowerment to take action. Links between learning and social participation need to be drawn [7] (p. 57) [51].…”

Section: Discussionmentioning

confidence: 99%

Deepening Our Knowledge about Sustainability Education in the Early Years: Lessons from a Water Project

2021

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The transformative agenda of sustainability education constitutes the focus of early-years education. In quality sustainability educational projects, children are supported to draw links between nature and society and relate to the studied phenomena. Is this methodological approach realized in educational programs for the early years? The present work presents some of the significant findings of a case study on implementing a water project in early-year settings around Europe. It explores the characteristics and the methodological approaches the project implementation developed. Three types of implementation are derived from the qualitative analysis of data and reveal that there are still cases in which sustainability projects are focused on a descriptive approach rather than critical inquiry and analysis. In this sense, the need for educational designs that help children deepen their understanding of sustainability issues and become empowered citizens who will work for a sustainable future is highlighted.

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“…With respect to the more general theoretical outcome, in recent years, the socio-material perspective has informed an important interdisciplinary debate concerning the role of the physical world (i.e., the objects) in human psychological development, involving different branches of psychology (Malafouris, 2013(Malafouris, , 2019. This perspective, also introduced in educational psychology studies, has provided an opportunity to highlight the importance of analyzing the socio-material context in which the relationships occur, including the educational ones (Iannaccone, , 2017Cattaruzza, 2018;Cattaruzza et al, 2019a,b;Iannaccone et al, 2019). This study also promotes researchers' awareness of the opportunities offered by this approach identifying the human mind and its development as an embodied, extended and distributed activity (Clark and Chalmers, 1998).…”

Section: Discussionmentioning

confidence: 99%

Sociomateriality in Children with Typical and/or Atypical Development

Iannaccone¹,

Savarese²,

Manzi³

et al. 2021

Frontiers Research Topics

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Children as Investigators of Brunerian “Possible Worlds”. The Role of Narrative Scenarios in children’s Argumentative Thinking

Cited by 17 publications

References 26 publications

An Interdisciplinary Approach to Investigate Preschool children’s Implicit Inferential Reasoning in Scientific Activities

An Interdisciplinary Approach to Investigate Preschool children’s Implicit Inferential Reasoning in Scientific Activities

Deepening Our Knowledge about Sustainability Education in the Early Years: Lessons from a Water Project

Sociomateriality in Children with Typical and/or Atypical Development

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