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Dialectical Features of Students’ Argumentation: A Critical Review of Argumentation Studies in Science Education

Content Provider	Springer Nature Link
Author	Nielsen, Jan Alexis
Copyright Year	2011
Abstract	This paper explores the challenges of using the Toulmin model to analyze students’ dialogical argumentation. The paper presents a theoretical exposition of what is involved in an empirical study of real dialogic argumentation. Dialogic argumentation embodies dialectical features — i.e. the features that are operative when students collaboratively manage disagreement by providing arguments and engaging critically with the arguments provided by others. The paper argues that while dialectical features cannot readily be understood from a Toulminian perspective, it appears that an investigation of them is a prerequisite for conducting Toulminian analysis. This claim is substantiated by a detailed review of five of the ten most significant papers on students’ argumentation in science education. This leads to the surprising notion that empirical studies in the argumentation strand — even those studies that have employed non-dialectical frameworks such as the Toulmin model — have implicitly struggled to come to terms with the dialectical features of students’ discourse. The paper finally explores how some scholars have worked to attend directly to these dialectical features; and it presents five key issues that need to be addressed in a continued scholarly discussion.
Starting Page	371
Ending Page	393
Page Count	23
File Format	PDF
ISSN	0157244X
Journal	Research in Science Education
Volume Number	43
Issue Number	1
e-ISSN	15731898
Language	English
Publisher	Springer Netherlands
Publisher Date	2011-11-27
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Science education Argumentation Dialogue Dialectics Toulmin Science Education Education (general)
Content Type	Text
Resource Type	Article
Subject	Education

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