Titlebook: Arguing to Learn; Confronting Cognitio Jerry Andriessen,Michael Baker,Dan Suthers Book 2003 Springer Science+Business Media Dordrecht 2003

BULB

書(shū)目名稱Arguing to Learn影響因子(影響力)




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外星人

Eosinophils

Indecisive

Computer-Mediated Argumentative Interactions for the Co-Elaboration of Scientific Notions,mportant role in such learning to the extent that they enable task sequences and interpersonal communication media to be structured in ways that favour the co-elaboration. of knowledge (e.g. Baker, 1996, 1999; Baker, de Vries, Lund & Quignard, 2001).

CROW

Elaborating New Arguments Through a CSCL Script,ons. The engineering challenge is to determine how to trigger productive argumentation among students. These two challenges are often investigated in parallel, but this contribution focuses on the latter.

Magnificent

Constructive Discussions through Electronic Dialogue,ts and figures but also to personal beliefs and values. Many studies have shown positive effects of collaborative learning in relation to factors such as group composition, task characteristics, forms of guidance and communication modes (Slavin, 1980; Johnson & Johnson, 1993, Webb & Palinscar, 1996; Erkens, 1997; Van Boxtel, 2000).

palette

Designing External Representations to Support Solving Wicked Problems,successful and acceptable. The nature of these ill-structured problems is such that neither analysis nor solutions are ‘true or ‘false’: they are the result of an argumentative process in which participants eventually reach an agreement on a common analysis and a solution, that may be ‘good’ or ‘bad’.

尊重

Book 2003 renowned scholars on argumentation-related CSCL research. All chapters present in-depth analyses of the processes by which the interactive confrontation of cognitions can lead to collaborative learning, on the basis of a wide variety of theoretical models, empirical data and Internet-based tools..

lesion

https://doi.org/10.1007/978-1-4615-0917-2ts and figures but also to personal beliefs and values. Many studies have shown positive effects of collaborative learning in relation to factors such as group composition, task characteristics, forms of guidance and communication modes (Slavin, 1980; Johnson & Johnson, 1993, Webb & Palinscar, 1996; Erkens, 1997; Van Boxtel, 2000).

Collected

Pitfalls in Experimental Economicssuccessful and acceptable. The nature of these ill-structured problems is such that neither analysis nor solutions are ‘true or ‘false’: they are the result of an argumentative process in which participants eventually reach an agreement on a common analysis and a solution, that may be ‘good’ or ‘bad’.