L'exploration de controverses comme argumentation socio-cognitivo-émotionelle : débattre de la gestion de l'eau potable de façon constructive

At the crossroads of education and linguistics, my argument is based on a corpus of ten videotaped debates organized in 2011 and 2012 in Mexico, the US and France. The studied innovative pedagogical activity brings teenagers to reason about what would determine access to drinking water in the future...

Full description

Saved in:
Bibliographic Details
Main Author: Claire Polo (Author)
Format: Book
Published: Université de Provence, 2022-12-01T00:00:00Z.
Subjects:
Online Access:Connect to this object online.
Tags: Add Tag
No Tags, Be the first to tag this record!

MARC

LEADER 00000 am a22000003u 4500
001 doaj_92f9271fa05c47b1bcd24d47d6444c4a
042 |a dc 
100 1 0 |a Claire Polo  |e author 
245 0 0 |a L'exploration de controverses comme argumentation socio-cognitivo-émotionelle : débattre de la gestion de l'eau potable de façon constructive 
260 |b Université de Provence,   |c 2022-12-01T00:00:00Z. 
500 |a 1635-4079 
500 |a 1775-433X 
500 |a 10.4000/questionsvives.6824 
520 |a At the crossroads of education and linguistics, my argument is based on a corpus of ten videotaped debates organized in 2011 and 2012 in Mexico, the US and France. The studied innovative pedagogical activity brings teenagers to reason about what would determine access to drinking water in the future. In this paper, I focus on the quality of student-student interactions in small groups, showing that engaging in a cognitive exploration of the controversy relies on socio-cognitivo-emotional argumentation. On the basis of previous literature, I propose 5 indicators of the quality of group talk and specify how it relates on the one hand with the deepening of the space of debate at the group scale and, on the other hand, with the strengthening of arguments, at the individual scale. I also show how exploratory talk requires appropriate, both anticipatory and reactive, emotional regulation. A case study illustrates how these analytical categories apply to authentic student discourse. 
546 |a FR 
690 |a argumentation 
690 |a controversy 
690 |a emotions 
690 |a exploratory talk 
690 |a emotional regulation 
690 |a controversies 
690 |a Education 
690 |a L 
655 7 |a article  |2 local 
786 0 |n Questions Vives, Vol 37 (2022) 
787 0 |n http://journals.openedition.org/questionsvives/6824 
787 0 |n https://doaj.org/toc/1635-4079 
787 0 |n https://doaj.org/toc/1775-433X 
856 4 1 |u https://doaj.org/article/92f9271fa05c47b1bcd24d47d6444c4a  |z Connect to this object online.