ABSTRACT

This paper discusses how primary school students, who are writing together in the context of inquiry learning, explicitly orient to knowing of oneself and others within the peer group. Using Conversation Analysis, we disclose the conversational functions of assertions holding ‘I know’, ‘you know’ and ‘we know’. First, students position themselves as knowledgeable, to (i) express a preannouncement of a proposal, (ii) respond to a request for information and (iii) reinforce an assertion with use of an evidential. Second, students claim equal epistemic access, as a response to an action that conveys epistemic authority of a peer. Third, students indicate shared knowledge with other participants, to (i) pursue agreement, (ii) check the epistemic status of a co-participant, (iii) reject a proposal for grounds of relevance and (iv) mark shared, newfound knowledge. The different practices are discussed in terms of epistemics in conversation and dialogic writing.

摘要

本文讨论了在探究性学习的背景下一起写作的小学生如何在同龄人群体中明确地了解自己和他人。使用对话分析，我们揭示了持有“我知道”、“你知道”和“我们知道”的断言的对话功能。首先，学生将自己定位为知识渊博，以 (i) 表达对提案的预先宣布，(ii) 回应信息请求，以及 (iii) 使用证据强化断言。其次，学生声称平等的认知访问，作为对传达同伴认知权威的行动的回应。第三，学生表明与其他参与者共享知识，以（i）寻求一致，（ii）检查共同参与者的认知状态，（iii）拒绝相关理由的提议和（iv）标记共享，新发现的知识。在对话和对话写作中的认识论方面讨论了不同的实践。