L’analyse collaborative d’un texte argumentatif pour faire émerger les représentations des élèves sur l’argumentation
This article analyses the spontaneous representations of argumentation expressed by K-10 pupils in a French literature class, who performed collaborative analysis of an argumentative text taken from a website that produces numerous fake news. The pupils were asked to identify the arguments in an arg...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | fra |
| Published: |
Nantes Université
2025-05-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ree/13654 |
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| Summary: | This article analyses the spontaneous representations of argumentation expressed by K-10 pupils in a French literature class, who performed collaborative analysis of an argumentative text taken from a website that produces numerous fake news. The pupils were asked to identify the arguments in an argumentative text that played on the fear of the advent of a global ecological dictatorship. The analysis of their exchanges enabled analysis of their representations of argumentation. Pupils were encouraged to co-construct their understanding of the argumentative text and to assess the author's argument in the light of their shared understanding. Some of the representations identified in these exchanges can be seen as obstacles to understanding an argumentative text, while others fall within the continuum of a scholarly definition of argumentation. The study enables conclusions to be drawn for the teaching of argumentation French classes at lycée level. |
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| ISSN: | 1954-3077 |