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Argumentative Interactions and Learning Through a Virtual Environment: Lessons Learned from the Implementation of a Case in Science
Abstract
In the scientific field, argumentative practices can, under certain conditions, help students to elaborate scientific concepts from everyday representations. However, setting up activities that enable learning in a classroom is not an easy matter. A technological environment may be useful in order to sustain argumentation and to “keep track” of the discursive processes. This chapter presents a pedagogical case in science in which the learners take part in an argumentative debate mediated by a technological environment, called Digalo. The chapter focuses on a socio-cultural perspective, thus assigning a central role to social interactions, symbolic and material mediation in development and learning processes. The author describes a case in Biology tested in two educational contexts, and discusses its psycho-pedagogical assumptions. From a qualitative analysis of the data, it appears that cognitive and argumentative processes are interconnected. This means that by articulating and making reference to the others’ arguments, learners also develop a new understanding of the scientific content. The challenges for educational issues and the lessons that may be drawn from an analysis of this case are then discussed.
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