– With the teacher's support, the children were able to develop their ability to formulate and justify their opinions. Sometimes, the children also questioned the premises of the tasks, which is uncommon in school settings, says Lea Eldstål-Ahrens, who wrote the dissertation in pedagogy.
Video-recorded Group Discussions
The study, conducted in Germany with children aged 9 to 10, investigates how children participate in group discussions on democratic themes such as equality, justice, and children's rights, within the subject *Sachunterricht*—a combination of social studies and science. The children were asked to argue about various problematic situations, justify their opinions, and reach a common solution.
Teacher Support Crucial
Lea Eldstål-Ahrens emphasizes that the ability to question power and authority is an important part of a democratic society.
– When children from an early age dare to express their opinions and challenge established truths, it can be key to how we as a society handle future conflicts and problems.
According to the dissertation, to sharpen children's argumentation skills and encourage critical thinking, a flexible approach is needed, where the teacher supports the children's argumentative ability and allows the discussions to evolve freely.
– By asking thought-provoking questions, the teacher can help students formulate their reasoning while also allowing them to question and think in new ways, says Lea Eldstål-Ahrens.
New Insights for Educators and Society
The dissertation focuses on an age group and a school subject that have previously been underrepresented in argumentation research.
– The results not only provide new insights for educators but also offer important lessons for society at large. In a democratic society, the art of argumentation is a crucial skill. Developing this skill in children at the elementary level is a step toward fostering engaged and critically thinking citizens, says Lea Eldstål-Ahrens.
Text: Ragnhild Larsson
