Framing student dialogue and argumentation: Content knowledge development and procedural knowing in SSI inquiry group work

<span style="font-family: Times New Roman; font-size: small;"> </span><p class="MsoNormal" style="margin: 0cm 0cm 10pt; line-height: 150%;">In this article, we discuss the negotiation of the situated<em> common ground </em>in classroom conversations. Decision making on socioscientific issues (SSI) includes norms of diverse funds of knowledge and interests. Arguments and justification may include warrants that cannot necessarily be weighed on the same scale. We discuss Roberts’ Visions 1 and 2 of scientific literacy as framing the common ground of classroom discussions. Two teacher–student dialogue sequences with 11th grade students from the Norwegian research project ElevForsk exemplify the negotiation of the situated common ground and the students’ deliberations. Our analysis examines what goes on in the thematic content, as well as at the interpersonal level of language use. Further, we suggest that different framings may complement each other and provide a space for the students’ emerging scientific conceptual development as well as for deliberation as a form of emerging procedural knowing.</p><span style="font-family: Times New Roman; font-size: small;">