« Dans tous les cas, il y a un bon avis mais... contre un autre » : mettre en lien la qualité de l'argumentation et l’épistémologie personnelle de l’élève

Abstract

In this article, we investigate the links between student’s personal epistemology and the quality of her/his argumentation. This study takes part in the AREN project (ARgumentation Et Numérique), which aim to study the impact of a digital debate tool on the learning of argumentation on pupils discussing about socio-scientific issues. After presenting our theoretical and methodological approaches, coming from various backgrounds, we show some results of this work. We highlight how articulating a study of the impact of the didactical strategy in class and an analysis of the pupil’s learning processes is complementary. The student's representation of the link between the point of view and knowledge seems to be useful to understand his quality of argumentation. Furthermore, a representation of that link as a continuum seems to be linked to a better quality of argumentation.