Change search
ReferencesLink to record
Permanent link

Direct link
Yngre barns argumentation: En studie om hur pedagoger och elever uppfattar argumentationens betydelse på lågstadiet
Södertörn University, School of Culture and Education, Teacher Education.
2013 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

One of the main goals of the national curriculum is to encourage children’s personal opinion and support them in development of argumentation ability and communication skills. All this is very important for the children as members of the future society.

The purpose of this essay is to investigate how primary school teachers estimate the meaning of the pupil’s argumentation as well as which methods and approaches are assumed by the teachers to be most appropriate for children’s argumentation development. The study also considers the questions how the teachers motivate their pupil has to argue in the classroom and how the students by themselves understand the concept of argumentation. The last important part of this investigation is related to the students' own argumentation in different school situations. In order to approach the main aim, one should formulate the following questions:

How do the pedagogues reflect on the importance of the student’s argumentation? What methods and procedures of those that the teachers themselves use, do they consider being most beneficial both to motivate students for argumentation and to develop their ability to argue? How the pupils argue in some conversation situations during the lecture, after school recreation centre, and in the pupils’ council and what kind of knowledge do they have of concept of argumentation?

To get a deeper understanding of my study I used the qualitative method as a general approach for data collection. The qualitative method is supplemented with a quantitative approach in form of a questionnaire survey. The study is based on interviews with the teachers and students separately, on observations and the questionnaire survey. There are in total five interviews with teachers from three different schools, grade P-3. The collected material is analyzed using Sociocultural Theory, which includes Vygotsky’s concept of the Zone of Proximal Development. Both theory and concept are based on the idea that development and learning occurs by means of social interaction and collaboration.

The result of this investigation shows that the pedagogues use different approaches for teaching argumentation. Some teachers prefer the implicit way of teaching argumentation, the rest of them believe that the explicit way is more effective. All teachers find argumentation to be an important aspect in the development of the student’s language. Moreover, the ability to argue is associated with democratic rights written in the national curriculum.

Place, publisher, year, edition, pages
2013. , 53 p.
Keyword [en]
argumentation, scaffolding, zone of proximal development, implicit and explicit attitudes, metacognition
Keyword [sv]
argumentation, stöttning, zonen för närmaste utveckling, implicit och explicit förhållningssätt, metakognition
National Category
Educational Sciences
URN: urn:nbn:se:sh:diva-21053OAI: diva2:684337
Subject / course
Education Studies
2013-12-02, Södertörns högskola, Södertörn University, 10:00 (Swedish)
Social and Behavioural Science, Law
Available from: 2014-01-09 Created: 2014-01-08 Last updated: 2014-01-09Bibliographically approved

Open Access in DiVA

fulltext(636 kB)397 downloads
File information
File name FULLTEXT01.pdfFile size 636 kBChecksum SHA-512
Type fulltextMimetype application/pdf

By organisation
Teacher Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 397 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 124 hits
ReferencesLink to record
Permanent link

Direct link