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Knowledge-oriented argumentation in children
Auteur(s)
Date de parution
2015
In
Scrutinizing Argumentation in Practice, John Benjamins, 2015///135-150
Résumé
This paper analyzes children’s argumentative discussions centered on the resolution of cognitive tasks, starting from the hypothesis that children’s interventions are more complex and complete than usually described in psychological research on argumentation skills. Our results can be viewed as a possibility to reconsider the usual school situations in which children’s argumentative skills are assessed in order to better understand the social, relational and emotional conditions that support argumentation in children.
Identifiants
Type de publication
journal article
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