Given that the person’s cognitive development is a result of social interaction, according to the sociocultural theory (Vygotsky, 1997), the issue regarding how the ability of argumentation is built in the framework of the learning process, is investigated in this paper.
“Study of Environment” was chosen as a mediating framework for fostering argumentative speech, because, in this particular subject, insights from social and natural sciences are weaved together, creating a single learning area (Μπενέκος, 1984-85 & Χριστιάς, 1998). At the same time, the key elements on which SoE focuses, are the acquisition of critical-thinking skills and the preparation of opportunities for creative expression (Κουλουμπαρίτση, 2006).
In the first part of the paper, we outline the general theoretical framework regarding the main axes of teaching the subject of Study of Environment in Primary School, as well as the main concepts relating to argumentation and its didactics.
In the second part, we present the teaching outline and the research results of the teaching intervention, as expressed by the pupils.
In this paper, argumentation is considered as a pedagogical and teaching practice, meaning that argumentative speech includes elements of dialogue, which, consequently, are elements in order to carry out every pedagogical work and teaching practice.