Student-Student Debates during Scientific Cafés on Drinking Water: Group Dynamics, "Spontaneous" Argumentative Skills, and the Argumentative Use of Emotions
Résumé
The goal is to better understand students' "spontaneous" argumentative practices while debating on a socioscientific issue (SSI) and their contextual variation. We aim at a detailed description of the argumentative skills, collaboration features and content resources that the students use, without previous teaching on argumentation. Background of the project Since 2007, members of the ICAR lab have been working on the transfer of scientific-cafés into the classroom. Support from the Région Rhône-Alpes enabled us to design a new script, which was applied in 2011-1012 in 4 schools in France (Lyon), the US (Kenosha, Wisconsin) and Mexico (Contepec, Michoacán; Tehuacán, Puebla). Both argumentation (e.g. Andriessen, Baker & Suthers, 2003) and SSI (e.g. Kolsto, 2001) are claimed necessary to science and citizenship education, but little is known about the way the students debate on SSI. A better understanding of their practices and their variation can help design future pedagogical activities on SSI.
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