ABSTRACT
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Abstract
We analyze a 5-6th grade class conversation about what will happen to a pendulum if it is released at the highest point of its swing. Using two frameworks for analyzing the quality of argumentation, we argue that prior to any formal instruction the students showed abilities for scientific argumentation. This and other evidence in the literature supports the contention that children have resources for argumentation from their everyday experience, which suggests a shift in orientation for instruction and research: Rather than work to instruct students in scientific argumentation, educators should focus first on recognizing and cultivating the abilities they already have.
