Argumentation as a situated discursive practice: Social and epistemic functions

Arendt, 2019, Discourse acquisition in peer talk – The case of argumentation among kindergartners, Learning, Culture and Social Interaction, 23, 10.1016/j.lcsi.2019.100342 Asterhan, 2015, The social dimension of learning through argumentation: Effects of human presence and discourse style, Journal of Educational Psychology, 107, 740, 10.1037/edu0000014 von Aufschnaiter, 2008, Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge, Journal of Research in Science Teaching, 45, 101, 10.1002/tea.20213 Brocos, 2022, “Be rational!” Epistemic aims and socio-cognitive tension in argumentation about dietary choices, Frontiers in Psychology, 13, 10.3389/fpsyg.2022.933062 Chin, 2010, Students' questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science, Journal of Research in Science Teaching, 47, 883, 10.1002/tea.20385 Church, 2009 Coulter, 1990, Elementary properties of argument sequences, 181 Duschl, 2008, Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals, Review of Research in Education, 32, 268, 10.3102/0091732X07309371 Felton, 2015, Arguing collaboratively: Argumentative discourse types and their potential for knowledge building, The British Journal of Educational Psychology, 85, 372, 10.1111/bjep.12078 Garcia-Mila, 2013, The effect of argumentative task goal on the quality of argumentative discourse, Science Education, 97, 497, 10.1002/sce.21057 Goldman, 2018, Domain-specificity in the practices of explanation, modeling, and argument in the sciences, 121 Goodwin, 2013, Calibration in directive/response sequences in family interaction, Journal of Pragmatics, 46, 122, 10.1016/j.pragma.2012.07.008 Goodwin, 1987, Children's arguing, 200 Heller, 2014, Discursive practices in family dinner talk and classroom discourse. A contextual comparison, Learning, Culture and Social Interaction, 3, 134, 10.1016/j.lcsi.2014.02.001 Heller, 2018, Embodying epistemic responsibility. The interplay of gaze and stance-taking in children's collaborative reasoning, Research on Children and Social Interaction, 2, 262, 10.1558/rcsi.37391 Heller, 2021, Embodied displays of ‘Doing Thinking’. Epistemic and interactive functions of thinking displays in children's argumentative activities, Frontiers in Psychology, 12, 10.3389/fpsyg.2021.636671 Jacobs, 1989, Building a model of conversational argument, 153 Jiménez-Aleixandre, 2008, Designing argumentation learning environments, 91 Kreuz, 2020, From flat propositions to deep argumentations. Oral argumentative skills among elementary school children from grades 2 to 6, Research on Children and SocialInteraction, 4, 93, 10.1558/rcsi.12416 Kuhn, 2003, The development of argument skills, Child Development, 74, 1245, 10.1111/1467-8624.00605 Kuhn, 2013, Developing norms of argumentation: Metacognitive, epistemological, and social dimensions of developing argumentive competence, Cognition and Instruction, 31, 456, 10.1080/07370008.2013.830618 Leitão, 2003, Evaluating and selecting counterarguments: Studies of children's rhetorical awareness, Written Communication, 20, 269, 10.1177/0741088303257507 Maynard, 1985, On the functions of social conflict among children, American Sociological Review, 50, 207, 10.2307/2095410 Mehan, 1979, “What Time Is It, Denise?”: Asking known information questions in classroom discourse, Theory Into Practice, 18, 285, 10.1080/00405847909542846 Michaels, 2008, Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life, Studies in Philosophy and Education, 27, 283, 10.1007/s11217-007-9071-1 Miller, 1987, Learning how to contradict and still pursue a common end - The Ontogenesis of Moral Argumentation, 425 Morek, 2020, Learning to modalize is learning to reason. On the role of epistemic modaliziations in parent-child talk and in written argumentation of secondary school students, Research on Children and SocialInteraction, 4, 115, 10.1558/rcsi.12418 Morek, 2023, Engaging ‘silent’ students in classroom discussions: A micro-analytic view on teachers’ embodied enactments of cold-calling practices, Language and Education, 10.1080/09500782.2022.2155474 Quasthoff, 2017, On the sequential organization and genre-orientation of discourse units in interaction.An analytic framework, Discourse Studies, 19, 84, 10.1177/1461445616683596 Quasthoff, 2022, Learning in and through classroom interaction: On the convergence of language and content learning opportunities in subject-matter learning, European Journal of Applied Linguistics, 10, 57, 10.1515/eujal-2020-0015 Quasthoff, 2021, Familiale Ressourcen für den Erwerb von Argumentationskompetenz. Quantitative Befunde zur sprachlich bedingten Bildungsbenachteiligung, 79 Rapanta, 2019 Rapanta, 2021, Learning to argue through dialogue: A review of instructional approaches, Educational Psychology Review, 34, 477, 10.1007/s10648-021-09637-2 Sacks, 1995 Schwarz, 2016 Vuchinich, 1987, Starting and stopping spontaneous family conflicts, Journal of Marriage and Family, 49, 591, 10.2307/352204 Zohar, 2002, Fostering students' knowledge and argumentation skill through dilemmas in human genetics, Journal of Research in Science Teaching, 39, 35, 10.1002/tea.10008