Analyzing Argumentation In Rich, Natural Contexts

Authors

  • Anita Reznitskaya Montclair State University
  • Richard C. Anderson Center for the Study of Reading University of Illinois at Urbana-Champaign

DOI:

https://doi.org/10.22329/il.v26i2.442

Keywords:

argumentation, discourse analysis, argument schema, cognitive processes, psychological theory, social learning, performance-based assessment, measurement, research methodology, mixed methods, computer applications, technology, idea unit, elementary school

Abstract

The paper presents the theoretical and methodological aspects of research on the development of argument- ation in elementary school children. It presents a theoretical framework detailing psychological mechanisms responsible for the acquisition and transfer of argumentative discourse and demonstrates several applications of the framework, described in sufficient detail to guide future empirical investigations of oral, written, individual, or group argumentation performance. Software programs capable of facilitating data analysis are identified and their uses illustrated. The analytic schemes can be used to analyze large amounts of verbal data with reasonable precision and efficiency. The conclusion addresses more generally the challenges for and possibilities of empirical study of the development of argumentation.

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Issue

Vol. 26 No. 2 (2006)

Section

Articles

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