Dialogic approaches to supporting argumentation in the elementary science classroom
This chapter will explore the role of oral discourse for supporting the appropriation of scientific language and argument. It will review a range of approaches and justifications for the value of talk and draw on data gathered from research exploring the efficacy of a professional development programme designed to build the expertise of elementary teachers to support the use of student argumentation from evidence. These data will be used to exemplify key issues raised by the teachers’ approaches and practice and explore different theoretical perspectives. In addition, it will offer a critical examination of the strengths and weaknesses of each perspective and the challenges that face the field in developing discourse that supports the learning of science.