6533b856fe1ef96bd12b30d2

RESEARCH PRODUCT

Three Dimensions of Dialogicity in Dialogic Argumentation

Kaisa JokirantaJenna HiltunenPasi NieminenSami LehesvuoriHähkiöniemi Markus

subject

InformationSystems_INFORMATIONINTERFACESANDPRESENTATION(e.g.HCI)Context (language use)luokkatyöskentelyEducationArgumentation theorydialogiInformationSystems_MODELSANDPRINCIPLESkeskusteluargumentation0502 economics and businessPedagogyComputingMilieux_COMPUTERSANDEDUCATIONfysiikkaMathematicsDialogicdialoguematematiikkamathematics05 social sciences050301 educationFocus (linguistics)whole-class discussionargumentointi0503 educationphysics050203 business & management

description

Three dimensions of dialogicity are emphasised in the literature: dialogic teacher talk, students' dialogic moves and organising for dialogic teaching. In this article, we examine these dimensions and the interplay between them in supporting dialogic argumentation in the context of whole-class discussions in mathematics and physics. Three seemingly different seventh-grade lessons were selected for further analysis from the database of a research project on dialogic argumentation. In this paper, we focus on whole-class discussions after a group assignment. The lessons were video recorded with multiple cameras and transcribed. We characterised dialogic features of teacher talk, more general teacher decisions and organising for dialogic teaching, as well as students' dialogic and justifying moves. In addition, we examined how these were connected. According to the results, the three dimensions of dialogicity played out differently in the lessons. Furthermore, the results give insights into the interplay of the three dialogicity dimensions and students' justifying moves in dialogic argumentation. peerReviewed

yearjournalcountryeditionlanguage
2019-12-31
http://urn.fi/URN:NBN:fi:jyu-202003182447