Argumentation Research (2001 – 2005)
Research questions were:
• To what extent do primary school pupils engage in purposeful argumentation in science, using Concept Cartoons as a stimulus?
• To what extent is it possible to characterise argumentation in this setting?
The lessons were carried out with groups of primary children of different achievement levels based in contrasting locations, including areas of social deprivation. Concept Cartoons were used as the stimulus for small group discussion, with minimal intervention or guidance. The resulting behaviours were noted and the children’s discourse was recorded, transcribed and analysed. It proved necessary to develop a framework for analysing argumentation that was readily applicable in a primary classroom.
The findings indicated that children argue readily in response to the Concept Cartoons, and that they co-construct arguments without teacher intervention and guidance. Their discussions were free flowing, and interactive, with children using basic language at times to convey their ideas. Conclusions were drawn and children were able to identify what they needed to do next in order to resolve their disagreements. Explicit rules for classroom talk were not provided, and there was little active management of their talk. The commonly used frameworks for analysis provided by Toulmin (1958) and Mercer (1999) did not appear to work easily in that setting. A new framework (the Downing model) that focused on the nature of the interaction between individuals proved to be a more effective way to characterise argumentation.
Publications by Brenda Keogh, Stuart Naylor et al
Keogh B. & Naylor S. (2007) Talking and thinking in science. School Science Review, 88 (324), 85-90.
Naylor S., Keogh B. and Downing, B. (2007) Argumentation and primary science. Research in Science Education, 37, 17-39.
Downing, B. (2005) Developing the nature and the role of quality argument in primary science lessons through the use of concept cartoons. Unpublished PhD thesis, Manchester Metropolitan University.
Naylor S., Keogh B. and Downing, B. (2003) Children’s interactions in the classroom: argumentation in primary science. Paper presented at the ESERA Conference, Noordwijkerhout, Holland.
Naylor S., Keogh B. and Downing, B. (2003) Argumentation in the primary science classroom. Science Teacher Education, 35, 3-5.
Naylor S., Keogh B. and Downing, B. (2002) An empirical study of argumentation in primary science, using concept cartoons as a stimulus. Paper presented at the NARST Conference, New Orleans, USA.
Naylor S., Downing, B. and Keogh B. (2001) An empirical study of argumentation in primary science, using concept cartoons as the stimulus. Paper presented at the ESERA Conference, Thessaloniki, Greece.
Naylor S., Keogh B. & Downing B. (2001) Dennis likes a good argument: concept cartoons, argumentation and science education. Paper presented at the ASERA Conference, Sydney, Australia.
