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.

摘要

虽然儿童早期教育长期以来被认为是支持学习和发展的关键，但作为促进主动学习的一种方式，对辩论素养的关注较少。这篇概念性论文探索了一种新的跨学科教学框架，称为探究对话的万花筒框架，它阐明了小学生在探究对话中协作论证过程的作用。框架中的两个关键理论（反思装置）包括反思性和认知认知。用万花筒的比喻，我们设想动态的理论互动，这取决于儿童的协作论证技能和学习/教学环境（万花筒中包含的彩色玻璃片）在任何特定时间点的焦点。本文首先讨论了探究对话和协作论证，然后概述了万花筒框架中使用的反身性和认知认知的基本理论。在调查期间支持小学生协作论证过程的含义贯穿始终。