The role of inner speech in the effect of argumentation among peers on learning: a case analysis

Simple item page
dc.contributor.authorLarrain, Antonia
dc.contributor.authorFreire, Paulina
dc.contributor.authorSalvat, Ignacia
dc.contributor.authorLopez, Patricia
dc.contributor.authorMoran, Camila
dc.contributor.authorSanchez, Alvaro
dc.contributor.authorSilva, Maximiliano
dc.contributor.authorVillavicencio, Constanza
dc.contributor.authorGrau, Valeska
dc.contributor.authorCerda, Barbara
dc.contributor.authorSalinas, Pedro
dc.date.accessioned2025-01-20T16:11:52Z
dc.date.available2025-01-20T16:11:52Z
dc.date.issued2024
dc.description.abstractDifferent studies suggest that collaborative argumentation among peers promotes school learning, especially the comprehension of concepts. However, the available evidence shows that the relationship between argumentation and learning is not direct but instead mediated by development processes that, in turn, promote learning. The goal of this study is to understand the mediating role that the development of argumentative inner speech may play in the process of constructing knowledge through collaborative argumentation. A case study was conducted in which one child (fourth grade) was tracked throughout an entire unit in which he and his peers argued collaboratively class after class. We assessed the students individually before and after in their learning (oral and written) and written argumentation skills. The collaborative work from all the classes was videoed and analysed through discourse analysis. The student showed significant progress in both delayed learning and written argumentation compared to the group. Furthermore, the analysis of oral tests shows that the argumentative interactions that initially appeared in the discussions among peers were internalized so he could understand the concepts involved on an individual level. The article discusses the implications of these results in understanding the role of discursive interactions in school learning processes.
dc.description.funderNational Scientific and Technological Development Fund
dc.fuente.origenWOS
dc.identifier.doi10.1177/11356405241235071
dc.identifier.eissn1578-4118
dc.identifier.issn1135-6405
dc.identifier.urihttps://doi.org/10.1177/11356405241235071
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/90298
dc.identifier.wosidWOS:001282704700001
dc.issue.numero1
dc.language.isoen
dc.pagina.final38
dc.pagina.inicio13
dc.revistaCulture and education
dc.rightsacceso restringido
dc.subjectargumentation
dc.subjectcollaborative work
dc.subjectself-regulation
dc.subjectconceptual gain
dc.subjectpeers
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación de calidad
dc.titleThe role of inner speech in the effect of argumentation among peers on learning: a case analysis
dc.typeartículo
dc.volumen36
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
Files
Collections
Artículos de revistas