Scaffolding School Pupils’ Scientific Argumentation with Evidence-Based Dialogue Maps

Okada, Alexandra (2008). Scaffolding School Pupils’ Scientific Argumentation with Evidence-Based Dialogue Maps. In: Okada, Alexandra; Buckingham Shum, Simon and Sherborne, Tony eds. Knowledge Cartography: Software tools and mapping techniques. Advanced Information and Knowledge Processing, 1. London, UK: Springer, pp. 131–162.

DOI: https://doi.org/10.1007/978-1-84800-149-7_7

URL: http://www.springer.com/computer/user+interfaces/b...

Abstract

This chapter reports pilot work investigating the potential of Evidence-based Dialogue Mapping to scaffold young teenagers’ scientific argumentation. Our research objective is to better understand pupils’ usage of dialogue maps created in Compendium to write scientific ex-planations. The participants were 20 pupils, 12-13 years old, in a summer science course for “gifted and talented” children in the UK. Through qualitative analysis of three case studies, we investigate the value of dialogue mapping as a mediating tool in the scientific reasoning process during a set of learning activities. These activities were published in an online learning envi-ronment to foster collaborative learning. Pupils mapped their discussions in pairs, shared maps via the online forum and in plenary discussions, and wrote essays based on their dialogue maps. This study draws on these multiple data sources: pupils’ maps in Compendium, writings in science and reflective comments about the uses of mapping for writing. Our analysis highlights the diversity of ways, both successful and unsuccessful, in which dialogue mapping was used by these young teenagers.

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