Analysing Arguments in Networked Conversations: The Context of Student Teachers
Abstract
The purpose of this article is to demonstrate how the method of meaning implication discourse analysis can be applied in the context of online collaborative reflective practice of student teachers. The method was developed to identify knowledge building in networked contexts. It derives from the model of meaning implication developed by Piaget, and the model of “schematization” proposed by Grize. It also borrows from the knowledge building theory developed by Scardamalia and Bereiter. The method allows understanding knowledge construction as an evolving process of conceptual change and learning through argumentation. We present two studies in which online “conversations” of pre-service teachers are analyzed. Contributions for higher education are discussed.
Metrics
Published
2005-12-31
Issue
Section
Articles
DOI
License
Copyright in the article is vested with the Author under the terms of the Creative Commons Attribution-NonCommercial-No Derivative Works 2.5 Canada license http://creativecommons.org/licenses/by-nc-nd/2.5/ca/. Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
