A collaborative model of argumentation in dyadic problem-solving interactions

International audienceWithin a cognitive approach to argumentation, our research deals with the argumentative processes of knowledge co-construction in dialogue (Baker, 1999). From this point of view we have been designing experimental situations favouring argumentation in dyadic problem-solving (Quignard & Baker, 1998; Baker, Quignard, Lund & van Amelsvoort, this volume) over several years, in order to understand the roles of argumentation in the resolution of conceptual problems (Baker, 1998; Baker, Brixhe & Quignard, 2002). Whereas our previous research focussed on socio-cogni- tive conditions promoting emergence of argumentation between learners (Quignard, 1999 from a previous work of Golder, 1996), in this paper we address the problem of analysing the argumen- tation processes carried out in problem-solving dialogues and the interactional phenomena by which knowledge is collaboratively elaborated