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3. Authentic Questions as Prompts for Productive and Constructive Sequences: A Pragmatic Approach to Classroom Dialogue and Argumentation

Author

Rapanta, Chrysi and Macagno, Fabrizio

Abstract

Goal: The problem of the authenticity of teacher questions has not received sufficient attention from educational researchers interested in the intersection between dialogue and argumentation. In this paper, we adopt a definition of authentic questions as dialogical units that prompt teacher-student interactions that are both productive (i.e., several students participating) and constructive (i.e., students produce arguments of high complexity). Our goal is to analyze whether and how specific types of dialogue prompts can encourage students' engagement in more sophisticated argumentative interactions, as manifested through the construction of high-complexity arguments. Method: We describe the implementation of our analytical approach to a large corpus of classroom interactions from five European countries. The corpus was segmented into dialogical sequences, which were then coded according to the argumentation dialogue goal expressed in the sequence. We also coded students' arguments according to Toulmin's elements and distinguished between low- and high-complexity arguments from a structural point of view. Findings: Our findings show the predominance of the so-called Discovery questions as prompts that are both productive and constructive and Inquiry questions as prompts of argumentative constructive interactions. We discuss the importance of these findings for teacher professional development purposes.

Published
2023

5. Questions as Dialogue Games. The Pragmatic Dimensions of 'Authentic' Questions

Author

Macagno, Fabrizio

Abstract

Questions, and more specifically authentic questions, are at the core of dialogue-based learning and teaching. However, what is a question, and how can it be authentic? This paper addresses this problem by analyzing the distinct dimensions of questions, showing how their pragmatic nature is interwoven with the syntactic and semantic one, and how it can be grasped only by considering their dialogical functions. Questions are maintained to be proposals of different dialogue games (or types), pursuing specific interactional purposes, and potentially contributing to learning processes in different ways. By understanding how questions shape different dialogues it is possible to ask more suitable questions to the questioner's goals. In this framework, the dichotomy between authentic and inauthentic questions becomes a strategic choice between different types of dialogical possibilities.

Published
2023
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10. An Analytical Instrument for Coding and Assessing Argumentative Dialogues in Science Teaching Contexts

Author

Martins, Marina and Macagno, Fabrizio

Abstract

Most of the tools developed in the area of "Science Education" aimed at analyzing either the product or the process of argumentation do not consider the following: (1) arguments are a part of dialogues; (2) dialogues present different objectives; (3) dialogues start from different assumptions; and (4) dialogues shape the roles and moves of interlocutors. This paper intends to address the analysis of argumentative exchanges within educational science dialogues considering several aspects of argumentation that have neglected to be investigated in the field of education, such as the relations among individual moves and the dialogues they are part of, and the influence of such moves on knowledge construction. Toward this purpose, a proposed tool is presented, which describes argumentative dialogues in science teaching contexts across the varied and interrelated dimensions. This tool, consisting of six analytical aspects, is applied to high school chemistry students' argumentative dialogues taking place during modeling activities. Data collection (involving audio and video recording plus observations made by the researchers) revealed the main affordances of this tool as follows: (1) favoring an understanding of the individual and collective students' intentions; (2) enabling the characterization of argumentative discourse beyond the moves of refuting, questioning and providing support; (3) enabling the identification of whether knowledge construction has occurred; and (4) the possibility of analyzing teaching situations across different contexts. Thus, the tool supports the descriptions and analyses of the scientific argumentation process and the associated knowledge construction by students.

Published
2022
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17. Inferential Patterns of Emotive Meaning

Author

Macagno, Fabrizio, Rossi, Maria Grazia, Capone, Alessandro, Editor-in-Chief, Allan, Keith, Advisory Editor, Cummings, Louise, Advisory Editor, Davis, Wayne A., Advisory Editor, Douven, Igor, Advisory Editor, Huang, Yan, Advisory Editor, Kecskes, Istvan, Advisory Editor, Lo Piparo, Franco, Advisory Editor, Pennisi, Antonino, Advisory Editor, Santuli, Francesca, Advisory Editor, Burton-Roberts, Noel, Editorial Board Member, Butler, Brian, Editorial Board Member, Carapezza, Marco, Editorial Board Member, Cimatti, Felice, Editorial Board Member, Corazza, Eros, Editorial Board Member, Dascal, Marcelo, Editorial Board Member, Devitt, Michael, Editorial Board Member, van Eemeren, Frans, Editorial Board Member, Falzone, Alessandra, Editorial Board Member, Feit, Neil, Editorial Board Member, Giorgi, Alessandra, Editorial Board Member, Horn, Larry, Editorial Board Member, von Heusinger, Klaus, Editorial Board Member, Jaszczolt, Katarzyna, Editorial Board Member, Kiefer, Ferenc, Editorial Board Member, Korta, Kepa, Editorial Board Member, Lepore, Ernest, Editorial Board Member, Levinson, Stephen C., Editorial Board Member, Macagno, Fabrizio, Editorial Board Member, Mey, Jacob L., Editorial Board Member, Perconti, Pietro, Editorial Board Member, Piazza, Francesca, Editorial Board Member, Posner, Roland, Editorial Board Member, Richard, Mark, Editorial Board Member, Salmon, Nathan, Editorial Board Member, Schiffer, Stephen R., Editorial Board Member, Seymour, Michel, Editorial Board Member, Simons, Mandy, Editorial Board Member, Williamson, Timothy, Editorial Board Member, Wierbizcka, Anna, Editorial Board Member, and Zielinska, Dorota, Editorial Board Member

Published
2021
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18. Introduction. Inquiries in Philosophical Pragmatics: Linguistic and Theoretical Issues

Author

Macagno, Fabrizio, Capone, Alessandro, Capone, Alessandro, Editor-in-Chief, Allan, Keith, Advisory Editor, Cummings, Louise, Advisory Editor, Davis, Wayne A., Advisory Editor, Douven, Igor, Advisory Editor, Huang, Yan, Advisory Editor, Kecskes, Istvan, Advisory Editor, Lo Piparo, Franco, Advisory Editor, Pennisi, Antonino, Advisory Editor, Santuli, Francesca, Advisory Editor, Burton-Roberts, Noel, Editorial Board Member, Butler, Brian, Editorial Board Member, Carapezza, Marco, Editorial Board Member, Cimatti, Felice, Editorial Board Member, Corazza, Eros, Editorial Board Member, Dascal, Marcelo, Editorial Board Member, Devitt, Michael, Editorial Board Member, van Eemeren, Frans, Editorial Board Member, Falzone, Alessandra, Editorial Board Member, Feit, Neil, Editorial Board Member, Giorgi, Alessandra, Editorial Board Member, Horn, Larry, Editorial Board Member, von Heusinger, Klaus, Editorial Board Member, Jaszczolt, Katarzyna, Editorial Board Member, Kiefer, Ferenc, Editorial Board Member, Korta, Kepa, Editorial Board Member, Lepore, Ernest, Editorial Board Member, Levinson, Stephen C., Editorial Board Member, Macagno, Fabrizio, Editorial Board Member, Mey, Jacob L., Editorial Board Member, Perconti, Pietro, Editorial Board Member, Piazza, Francesca, Editorial Board Member, Posner, Roland, Editorial Board Member, Richard, Mark, Editorial Board Member, Salmon, Nathan, Editorial Board Member, Schiffer, Stephen R., Editorial Board Member, Seymour, Michel, Editorial Board Member, Simons, Mandy, Editorial Board Member, Williamson, Timothy, Editorial Board Member, Wierbizcka, Anna, Editorial Board Member, and Zielinska, Dorota, Editorial Board Member

Published
2021
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19. Introduction: Inquiries in Philosophical Pragmatics – Theoretical Developments

Author

Macagno, Fabrizio, Capone, Alessandro, Capone, Alessandro, Editor-in-Chief, Allan, Keith, Advisory Editor, Cummings, Louise, Advisory Editor, Davis, Wayne A., Advisory Editor, Douven, Igor, Advisory Editor, Huang, Yan, Advisory Editor, Kecskes, Istvan, Advisory Editor, Lo Piparo, Franco, Advisory Editor, Pennisi, Antonino, Advisory Editor, Santuli, Francesca, Advisory Editor, Burton-Roberts, Noel, Editorial Board Member, Butler, Brian, Editorial Board Member, Carapezza, Marco, Editorial Board Member, Cimatti, Felice, Editorial Board Member, Corazza, Eros, Editorial Board Member, Dascal, Marcelo, Editorial Board Member, Devitt, Michael, Editorial Board Member, van Eemeren, Frans, Editorial Board Member, Falzone, Alessandra, Editorial Board Member, Feit, Neil, Editorial Board Member, Giorgi, Alessandra, Editorial Board Member, Horn, Larry, Editorial Board Member, von Heusinger, Klaus, Editorial Board Member, Jaszczolt, Katarzyna, Editorial Board Member, Kiefer, Ferenc, Editorial Board Member, Korta, Kepa, Editorial Board Member, Lepore, Ernest, Editorial Board Member, Levinson, Stephen C., Editorial Board Member, Macagno, Fabrizio, Editorial Board Member, Mey, Jacob L., Editorial Board Member, Perconti, Pietro, Editorial Board Member, Piazza, Francesca, Editorial Board Member, Posner, Roland, Editorial Board Member, Richard, Mark, Editorial Board Member, Salmon, Nathan, Editorial Board Member, Schiffer, Stephen R., Editorial Board Member, Seymour, Michel, Editorial Board Member, Simons, Mandy, Editorial Board Member, Williamson, Timothy, Editorial Board Member, Wierbizcka, Anna, Editorial Board Member, and Zielinska, Dorota, Editorial Board Member

Published
2021
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20. The Communicative Functions of Metaphors Between Explanation and Persuasion

Author

Rossi, Maria Grazia, Macagno, Fabrizio, Capone, Alessandro, Editor-in-Chief, Allan, Keith, Advisory Editor, Cummings, Louise, Advisory Editor, Davis, Wayne A., Advisory Editor, Douven, Igor, Advisory Editor, Huang, Yan, Advisory Editor, Kecskes, Istvan, Advisory Editor, Lo Piparo, Franco, Advisory Editor, Pennisi, Antonino, Advisory Editor, Santuli, Francesca, Advisory Editor, Burton-Roberts, Noel, Editorial Board Member, Butler, Brian, Editorial Board Member, Carapezza, Marco, Editorial Board Member, Cimatti, Felice, Editorial Board Member, Corazza, Eros, Editorial Board Member, Dascal, Marcelo, Editorial Board Member, Devitt, Michael, Editorial Board Member, van Eemeren, Frans, Editorial Board Member, Falzone, Alessandra, Editorial Board Member, Feit, Neil, Editorial Board Member, Giorgi, Alessandra, Editorial Board Member, Horn, Larry, Editorial Board Member, von Heusinger, Klaus, Editorial Board Member, Jaszczolt, Katarzyna, Editorial Board Member, Kiefer, Ferenc, Editorial Board Member, Korta, Kepa, Editorial Board Member, Lepore, Ernest, Editorial Board Member, Levinson, Stephen C., Editorial Board Member, Macagno, Fabrizio, Editorial Board Member, Mey, Jacob L., Editorial Board Member, Perconti, Pietro, Editorial Board Member, Piazza, Francesca, Editorial Board Member, Posner, Roland, Editorial Board Member, Richard, Mark, Editorial Board Member, Salmon, Nathan, Editorial Board Member, Schiffer, Stephen R., Editorial Board Member, Seymour, Michel, Editorial Board Member, Simons, Mandy, Editorial Board Member, Williamson, Timothy, Editorial Board Member, Wierbizcka, Anna, Editorial Board Member, and Zielinska, Dorota, Editorial Board Member

Published
2021
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40. Statutory Interpretation as Argumentation

Author

Walton, Douglas, Sartor, Giovanni, Macagno, Fabrizio, Bongiovanni, Giorgio, editor, Postema, Gerald, editor, Rotolo, Antonino, editor, Sartor, Giovanni, editor, Valentini, Chiara, editor, and Walton, Douglas, editor

Published
2018
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