By Jerry Andriessen, Michael Baker, Dan D. Suthers
Arguing to profit: Confronting Cognitions in Computer-Supported Collaborative studying Environments specializes in how new pedagogical eventualities, activity environments and conversation instruments inside of Computer-Supported Collaborative studying (CSCL) environments can favour collaborative and effective confrontations of rules, facts, arguments and factors, or arguing to learn.
This e-book is the 1st that has assembled the paintings of across the world well known students on argumentation-related CSCL study. All chapters current in-depth analyses of the approaches in which the interactive war of words of cognitions can result in collaborative studying, at the foundation of a large choice of theoretical types, empirical information and Internet-based tools.
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Extra info for Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
The method includes student activity plans worked out in collaboration with teachers. Students work in teams to investigate real world "science challenge problems," designed with attention to National Science Education Standards to match and enrich the curriculum. A science challenge problem presents a phenomenon to be explained, along with indices to relevant resources. The teams plan their investigation, perform hands-on experiments, analyze their results, and report their conclusions to others.
Boshuizen, H. P. , & de Jong, T. (1998). Learning with Multiple Representations. Amsterdam: Elsevier Science, Ltd. Walton, D. N. (1989). Informal Logic: a handbook for critical argumentation. Cambridge: Cambridge University Press. Wenger, E. (1998). Communities of practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press. DANIEL D. SUTHERS REPRESENTATIONAL GUIDANCE FOR COLLABORATIVE INQUIRY INTRODUCTION For a number of years, my colleagues and I (see acknowledgments) have been building, testing, and refining a diagrammatic environment ("Belvedere") intended to support secondary school children's learning of critical inquiry skills in the context of science (Suthers, Connelly, Lesgold, Paolucci, Toth, Toth, & Weiner, 2001; Toth, Suthers, & Lesgold, 2002).
Heavy metal in the rocks the dinos died in. A. meteor hi t the ~art h. • Heavy metal in the rocks the dinos died in. • Huge crater in Mexico from the same time. Containment: representation of relations. (b) Implicit the same time. (c) Graph: Relationship as object of perception. Figure 2. Example of Elaboration Hypothesis 35 36 DANIEL D. SUTHERS distinct visual objects. Data and hypotheses are represented with increasingly distinct objects as one moves down the figure. Hence, Hypothesis 2 predicts that these statements will receive more elaboration in the bottommost representational notation.
Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments by Jerry Andriessen, Michael Baker, Dan D. Suthers