Elevers bruk av argumentasjon i arbeidet med grubletegninger i naturfag

Abstract

The intention of this case study is to investigate how learners use their argumentation when working with Concept Cartoons. Concept Cartoons are cartoon- style drawings which presents a set of alternatives concerning science involved in everyday situations (Naylor & Keogh, 2000). The thesis is focusing on how learners in collaborative learning settings argue for the opposing viewpoints given in the Concept Cartoon, and how they try to convince fellow learners in believing that the same alternative is correct. Argumentation in this thesis is defined with Mork and Erliens (2010) adapted reproduction of Toulmins (1958) model of argumentation. Toulmin (1958) defines argumentation as a statement and its following justifications.

Throughout the collection of empirical data, seven Year 5 learners divided into three discussion groups, were videotaped and observed when discussing three Concept Cartoons concerning magnetism. Following the discussion I interviewed five of the seven key informants. The empirical data from this study found that the learners argumentation process evolved through five phases, and that there are both internal and exterior factors that affect the childrens argumentation.