Interaction in the classroom and argumentative discourse in a science learning process

Abstract

Social dialogue is subject to many conditions which can be motivators or inhibitors of conversation. However, developing dialogue which can progress through the depths of ideas allows for a better understanding between the parties involved and an enrichment of individual ideas. This paper puts forward argumentation practice by means of verbal interaction in the science classroom as a means for building the student's knowledge. The evaluation of classroom discourse by means of three methods it is also put forward: identifying elements of three aspects - conceptual-cognitive, epistemic and social -, learning acts, and the pragma-dialectic rules. The analysis of a session is carried out, in order to postulate that the fulfillment of the rules of critical discussion proposed by the pragma-dialectics promotes argumentative development in the science classroom and in science learning.