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7. New approaches to argumentation analysis: accounting for emotions and cooperation
Wednesday 23rd August Symposia Session II, 09:00 - 11:00
The aim of this symposium is twofold: (a) to bring together new approaches to argumentation analysis, and (b) to examine challenges involved in implementing the practice of argumentation in classrooms. Constructing arguments is a scientific practice and, as such, should have a central role in science education. In the literature most argumentation studies focus on analyses of the structure of arguments. However, argumentative discourse has a complexity that is not entirely captured by purely structural analyses. The four studies involve methodological innovations, analyzing dimensions of arguments beyond structure. Paper 1 proposes a new analytical rubric, based on Walton, focusing on the analysis of Argumentative Reasoning Lines (ARL) and their interactions, and evaluates its potential for the examination of the dynamics of a socio-scientific debate about fast food in a chemistry classroom. Papers 2 and 3 explore the dynamic interactions between emotions and evidence in university students' debates about two interrelated topics: vegetarian versus meat diets, and farm cattle welfare. The relationship between argumentation and emotions remains an understudied issue, and both papers 2 and 3 draw from Plantin's (2011) approach considering emotions as argumentative resources, and analyse arguments' emotional tone along two axes, emotive intensity and emotive positioning. Paper 4 examines cooperation among primary school pupils in the shared construction of arguments about flotation. Although a number of rubrics for argumentation analysis assume disputative contexts, where arguments are opposed, and rebuttals are evaluated as a criterion for quality, we argue that cooperation is also a criterion for quality of arguments constructed in school classrooms. Thus the four studies contribute towards research approaches doing justice to the complexity of argumentative discourse, and supporting science education seeking to combine conceptual, epistemic and social learning goals.

Chairperson: Pablo Brocos, Universidade de Santiago de Compostela, Spain
Discussant: Maria Evagorou, University of Nicosia, Cyprus

S7.2.1.1 The role of emotive resources in pre-service teachers' argumentation about diets
Pablo Brocos*, María Pilar Jiménez-Aleixandre
Universidade de Santiago de Compostela, Spain
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S7.2.1.2 Characterisation of students' argumentative reasoning
Rosária Justi*, Marina Martins, Stefannie Ibraim
Universidade Federal de Minas Gerais, Brazil
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S7.2.1.3 Shared construction of arguments in science classes in elementary school
Lúcia Sasseron*1, Richard Duschl2
1University of Sao Paulo, Brazil, 2Penn State University, State College, USA
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S7.2.1.4 Emotions, values and knowledge in students' argumentation about farm animal welfare
Laurence Simmoneaux*, Amélie Lipp
ENSFEA, EFTS, Université Toulouse, France
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