Despite the emphasis on dialogue and argumentation in educational settings, still not much is known about how best we can support learners in their interthinking, reasoning, and metadialogic understanding. The goal of this classroom intervention study is to explore the degree of students’ dialogicity and its possible increase during a learning programme implementing dialogic and argument-based teaching goals and principles. In particular, we focus on how students from 5 to 15 years old engage with each other's ideas, and whether/how this engagement is influenced by lesson and classroom setting factors. The participants were 4208 students distributed in preprimary, primary, and secondary classrooms of five countries (UK, Portugal, Germany, Spain, and Cyprus). Findings suggest that there is a consistent increase with age for some high-dialogicity moves, and students behave more dialogically in whole-class discussions rather than small-group activities.

尽管在教育环境中强调对话和论证，但对于如何最好地支持学习者的相互思考、推理和元对话理解仍然知之甚少。这项课堂干预研究的目的是探索学生的对话性程度及其在实施对话和基于论证的教学目标和原则的学习计划中可能增加的程度。我们特别关注 5 至 15 岁的学生如何参与彼此的想法，以及这种参与是否/如何受到课程和课堂环境因素的影响。参与者为 4208 名学生，分布在五个国家（英国、葡萄牙、德国、西班牙和塞浦路斯）的学前班、小学和中学教室。