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Students' meaning making in classroom discussions: the importance of peer interaction
Örebro University, School of Humanities, Education and Social Sciences.ORCID iD: 0000-0002-0118-832X
Uppsala University, Uppsala, Sweden.
Uppsala University, Uppsala, Sweden.
2017 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 12, no 3, p. 709-738Article in journal (Refereed) Published
Abstract [en]

The aim is to investigate how encounters with peers affect an individual's meaning making in argumentation about socio-scientific issues, and how the individual's meaning making influences the argumentation at the collective level. The analysis is conducted using the analytical method ''transactional argumentation analysis'' (TAA) which enables in situ studies. TAA combines a transactional perspective on meaning making based on John Dewey's pragmatic philosophy with an argument analysis based on Toulmin's argument pattern. Here TAA is developed further to enable analysis that in detail clarifies the dynamic interplay between the individual and the collective-the intraand the inter-personal dimensions-and the result of this interplay in terms of meaning making and learning. The empirical material in this study consists of a video-recorded lesson in a Swedish upper secondary school. The results show that the analysed student is influenced by peers when construing arguments, and thereby acts on others' reasoning when making meaning. Further, the results show that most of the additions made by the analysed student are taken further by peers in the subsequent discussion. This study shows how an individual's earlier experiences, knowledge and thinking contribute to the collective meaning making in the classroom.

Place, publisher, year, edition, pages
Springer, 2017. Vol. 12, no 3, p. 709-738
Keywords [en]
Meaning making, Learning, Education, Socio-scientific issues, Argumentation, Pragmatism
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:oru:diva-61352DOI: 10.1007/s11422-015-9721-5ISI: 000411115300010Scopus ID: 2-s2.0-84976869035OAI: oai:DiVA.org:oru-61352DiVA, id: diva2:1147846
Available from: 2017-10-09 Created: 2017-10-09 Last updated: 2017-10-09Bibliographically approved

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Rudsberg, Karin

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CiteExportLink to record
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Citation style
  • apa
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