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- W432829232 abstract "In this article, we discuss the negotiation of the situated common ground in classroom conversations. Decision making on socioscientific issues (SSI) includes norms of diverse funds of knowledge and interests. Arguments and justification may include warrants that cannot necessarily be weighed on the same scale. We discuss Roberts’ Visions 1 and 2 of scientific literacy as framing the common ground of classroom discussions. Two teacher–student dialogue sequences with 11th grade students from the Norwegian research project ElevForsk exemplify the negotiation of the situated common ground and the students’ deliberations. Our analysis examines what goes on in the thematic content, as well as at the interpersonal level of language use. Further, we suggest that different framings may complement each other and provide a space for the students’ emerging scientific conceptual development as well as for deliberation as a form of emerging procedural knowing." @default.
- W432829232 created "2016-06-24" @default.
- W432829232 creator A5025928383 @default.
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- W432829232 date "2014-10-24" @default.
- W432829232 modified "2023-10-03" @default.
- W432829232 title "Framing student dialogue and argumentation: Content knowledge development and procedural knowing in SSI inquiry group work" @default.
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- W432829232 doi "https://doi.org/10.5617/nordina.661" @default.
- W432829232 hasPublicationYear "2014" @default.
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