Relationship between shared regulation and argumentative discourse: analysis of collaborative interactions in a primary school classroom / Relación entre regulación compartida y discurso argumentativo: análisis de interacciones colaborativas en un aula de educación básica

Abstract

The purpose of this study was to explore the nature, emergence and maintenance of episodes of shared regulation and their relationship with argumentative discourse during collaborative work in the sciences. It consisted of an exploratory case study that tracked two groups in the fourth year of primary school (eight participants) through four collaborative activities. The sessions were filmed and analysed for their social regulation and argumentative discourse patterns. The frequency and length of the episodes identified and the association between regulation and argumentation were examined. Additionally, all the episodes of shared regulation of fundamental aspects of the task were further analysed. The results showed that argumentation was significantly associated with shared regulation and that counter-arguments were present when regulation focused on understanding the content. Disagreement within the group, individual regulatory behaviours and the characteristics of the activities appeared as relevant dimensions in the emergence and maintenance of the episodes of regulation of fundamental aspects of the task. The implications for educational practice and research are discussed.