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Evidence-Based Dialogue Maps as a research tool to evaluate the quality of school pupils’ scientific argumentation

Okada, Alexandra and Buckingham Shum, Simon (2008). Evidence-Based Dialogue Maps as a research tool to evaluate the quality of school pupils’ scientific argumentation. International Journal of Research & Method in Education, 31(3) pp. 291–315.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/17437270802417184
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Abstract

This pilot study focuses on the potential of Evidence-based Dialogue Mapping as a participatory action research tool to investigate young teenagers’ scientific argumentation. Evidence-based Dialogue Mapping is a technique for representing graphically an argumentative dialogue through Questions, Ideas, Pros, Cons and Data. Our research objective is to better understand the usage of Compendium, a Dialogue Mapping software tool, as both (1) a learning strategy to scaffold school pupils’ argumentation and (2) as a method to investigate the quality of their argumentative essays. The participants were a science teacher-researcher, a knowledge mapping researcher and 20 pupils, 12-13 years old, in a summer science course for “gifted and talented” children in the UK. This study draws on multiple data sources: discussion forum, science teacher-researcher’s and pupils’ Dialogue Maps, pupil essays, and reflective comments about the uses of mapping for writing. Through qualitative analysis of two case studies, we examine the role of Evidence-based Dialogue Maps as a mediating tool in scientific reasoning: as conceptual bridges for linking and making knowledge intelligible; as support for the linearisation task of generating a coherent document outline; as a reflective aid to rethinking reasoning in response to teacher feedback; and as a visual language for making arguments tangible via cartographic conventions.

Item Type: Journal Article
ISSN: 1743-7288
Academic Unit/Department: Faculty of Science, Technology, Engineering and Mathematics (STEM) > Knowledge Media Institute (KMi)
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Interdisciplinary Research Centre: Centre for Research in Computing (CRC)
Item ID: 11773
Depositing User: Alexandra Okada
Date Deposited: 13 Oct 2008 13:57
Last Modified: 16 Nov 2016 15:52
URI: http://oro.open.ac.uk/id/eprint/11773
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