Abstract
AbstractThe importance of teaching reasoning in schools is widely recognised. Yet this has presented teachers with difficulties, particularly in primary education. Difficulties partially stem from a lack of cohesive theory about reasoning for education and a lack of specificity about it in the English National Curriculum. One route to improved teaching of reasoning is through recognition of the importance and prevalence of discipline‐specific practices. This paper draws on socio‐cultural theory and disciplinary literacy research to argue that some reasoning practices are discipline specific. The theoretical lens of reasoning styles is adopted. A cognitive history approach has been used to create a framework of reasoning styles important in primary English. English represents a curriculum area that is currently poorly understood in terms of its prevalent reasoning practices. This paper, therefore, makes important theoretical and pedagogical contributions to existing research. Examples of student engagement with identified reasoning styles are provided. The framework and accompanying examples will help teachers to support the development of student reasoning, particularly in the subject of English. Developing students’ meta‐awareness of patterns of language use is beneficial. Development may also support students to become fuller members of the English academic community.
Highlights
A broad definition of reasoning as ‘the process of drawing conclusions’ (Leighton, 2004, p. 3) is adopted here
Three main stages were involved in the creation of the framework of reasoning styles, using thematic analysis: ‘a method for identifying, analysing, organizing, describing, and reporting themes found within a data set’ (Nowell et al, 2017, p. 2)
It is argued that academic domains have developed particular styles of reasoning to draw conclusions and to judge those made by others (Bueno, 2012; Crombie, 1995; van Drie & van Boxtel, 2008; Hacking, 1992, 2012; Kind & Osborne, 2016)
Summary
A broad definition of reasoning as ‘the process of drawing conclusions’ (Leighton, 2004, p. 3) is adopted here. Reasoning holds an important role in approaches like 21st Century Skills. These represent educational goals designed to prepare students to participate in democratic societies through processes of ‘civilised, rational, collaborative reasoning’ Overwhelmingly advocated, the teaching of reasoning has presented schools with difficulties, in primary education (Mercer & Howe, 2012; Nickerson et al, 2013; Wegerif, 2010). Discussion about reasoning in the English National Curriculum (Department for Education [DfE], 2014) is limited, in specific subject areas.
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