Loading...
Supporting elementary school children to engage in collaborative argumentation : Developing a kaleidoscope framework of inquiry dialogue
Lunn Brownlee, Joanne Ryan, Mary
Lunn Brownlee, Joanne
Ryan, Mary
Author
Abstract
While the early years of children’s education have long been acknowledged as crucial in supporting learning and development, there has been less focus on argumentation literacy as a way to promote active learning. This conceptual paper explores a new cross-disciplinary teaching framework, called the kaleidoscope framework of inquiry dialogue, which explicates the role of elementary school children’s collaborative argumentation processes during inquiry dialogue. The two key theories (reflective devices) in the framework include reflexivity and epistemic cognition. Using a kaleidoscope metaphor, we conceive of dynamic theoretical interactions which depend on aspects of children’s collaborative argumentation skills and learning/teaching contexts (the pieces of coloured glass contained within the kaleidoscope) that are in focus at any particular point in time. This paper first discusses inquiry dialogue and collaborative argumentation, followed by an overview of the underlying theories of reflexivity and epistemic cognition used in the kaleidoscope framework. Implications for supporting elementary school children’s collaborative argumentation processes during inquiry are discussed throughout.
Keywords
epistemic cognition, epistemic reflexivity, air framework, collaborative argumentation, injury dialogue, elementary school education
Date
2020
Type
Journal article
Journal
Teachers and Teaching
Book
Volume
26
Issue
7-8
Page Range
543-557
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
Published as green open access
License
File Access
Controlled
Open
Open