標題: Titlebook: Arguing to Learn; Confronting Cognitio Jerry Andriessen,Michael Baker,Dan Suthers Book 2003 Springer Science+Business Media Dordrecht 2003 [打印本頁] 作者: BULB 時間: 2025-3-21 18:33
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作者: 外星人 時間: 2025-3-21 20:20 作者: Eosinophils 時間: 2025-3-22 01:28 作者: Indecisive 時間: 2025-3-22 08:36
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).作者: CROW 時間: 2025-3-22 12:09
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.作者: Magnificent 時間: 2025-3-22 16:10
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).作者: palette 時間: 2025-3-22 19:32
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’.作者: 尊重 時間: 2025-3-23 01:10
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..作者: lesion 時間: 2025-3-23 02:59
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).作者: Collected 時間: 2025-3-23 09:14
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’.作者: Lignans 時間: 2025-3-23 09:57 作者: 罵人有污點 時間: 2025-3-23 16:56
1573-4552 ocesses 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..978-90-481-6320-5978-94-017-0781-7Series ISSN 1573-4552 Series E-ISSN 2543-0157 作者: ADORN 時間: 2025-3-23 20:37 作者: cylinder 時間: 2025-3-24 00:15 作者: CHIP 時間: 2025-3-24 04:28 作者: 密碼 時間: 2025-3-24 10:32
,Using CMC to Develop Argumentation Skills in Childre with a ‘Literacy Deficit’, develop argumentation skills necessary to demonstrate “knowledge transformation” as opposed to “knowledge telling” (Bereiter & Scardamalia, 1987). The work described here forms part of a project in progress at the Chapeltown and Harehills Assisted Learning Computer School (CHALCS) with the wider aim of improving children’s literacy.作者: micturition 時間: 2025-3-24 14:43 作者: ineptitude 時間: 2025-3-24 14:56
https://doi.org/10.1007/978-94-017-0781-7Internet; collaborative learning; computer science; computer-supported collaborative learning; learning作者: Commission 時間: 2025-3-24 21:59 作者: 稀釋前 時間: 2025-3-25 01:00
Jerry Andriessen,Michael Baker,Dan SuthersIncludes supplementary material: 作者: 上坡 時間: 2025-3-25 04:47
Computer-Supported Collaborative Learning Serieshttp://image.papertrans.cn/b/image/161519.jpg作者: CEDE 時間: 2025-3-25 10:34 作者: 執(zhí) 時間: 2025-3-25 13:25 作者: oracle 時間: 2025-3-25 16:38 作者: MAZE 時間: 2025-3-25 23:48
Antonio Cabrales,Giovanni Pontirent paper is about a collaborative writing situation in which pairs of students have to produce an argumentative text, while collaborating via an electronic network. In our perspective, this is a task from which students are supposed to learn about the concepts that are discussed and written about.作者: outset 時間: 2025-3-26 02:57
https://doi.org/10.1007/978-1-4615-0917-2ssible knowledge, as well as with open-ended problems. To obtain insight and understanding in complex concepts or to solve open-ended problems, collaborative learning situations can be organised in which students are able to articulate and negotiate information, not only in relationship to fixed fac作者: 改進 時間: 2025-3-26 07:51 作者: Forsake 時間: 2025-3-26 11:33
Pitfalls in Experimental Economicsow can we reduce school drop-out?) or analyze proposed solutions to these problems (did this anti-corruption program work?). Solving these problems or analyzing proposed solutions obviously requires analysis of the causes of the problem as well as considerations about which actions are likely to be 作者: 搖擺 時間: 2025-3-26 15:55
Pitfalls in Experimental Economicsroduces learning, that is to discover which cognitive mechanisms, triggered by argumentative interactions, generate new knowledge and in which conditions. The engineering challenge is to determine how to trigger productive argumentation among students. These two challenges are often investigated in 作者: Rheumatologist 時間: 2025-3-26 17:43 作者: jeopardize 時間: 2025-3-26 23:26
https://doi.org/10.1007/978-3-662-44234-0how argumentation is structured (cf., Anderson, et al., 1997; Eemeren et al., 1996). There are related research traditions devoted to developmental aspects of argumentation (e.g., Felton & Kuhn, 2001; Stein & Bernas, 1999) and exploring the relationship between argumentation and abstract reasoning s作者: incisive 時間: 2025-3-27 05:08 作者: Mendicant 時間: 2025-3-27 07:37 作者: BORE 時間: 2025-3-27 10:42 作者: moribund 時間: 2025-3-27 17:31
https://doi.org/10.1007/978-3-662-44234-0 is one of fostering productive argumentation in instructional settings. Several of the chapters, however, testify to the difficulties attendant to facilitating such forms of argumentation among learners.作者: Atheroma 時間: 2025-3-27 20:03 作者: SCORE 時間: 2025-3-28 00:11
Representational Guidance for Collaborative Inquiry,fied to focus on evidential relations between data and hypotheses. This change was driven in part by a refocus on collaborative learning (Koschmann, 1994; Slavin, 1980; Webb & Palincsar, 1996), which led to a major change in how we viewed the role of the interface representations. Rather than being 作者: 用樹皮 時間: 2025-3-28 04:30
The Blind and the Paralytic: Supporting argumentation in Everyday and Scientific Issues,lls. However, while literacy definitely involves analytical skills, confining it to a series of skills is far too restricted, and puts aside contextual factors in literacy. As noticed by Olson (1994), in opposition to children’s oral propensity to identify speech acts in conversation, when interpret作者: ingrate 時間: 2025-3-28 09:19 作者: Anthem 時間: 2025-3-28 12:52 作者: Condyle 時間: 2025-3-28 14:46 作者: 死貓他燒焦 時間: 2025-3-28 20:48
Computer-Mediated Argumentative Interactions for the Co-Elaboration of Scientific Notions,ssen & Coiner, 1999). Information and communication technologies such as Computer-Supported Collaborative Learning (“CSCL”) environments can play an important role in such learning to the extent that they enable task sequences and interpersonal communication media to be structured in ways that favou作者: DUCE 時間: 2025-3-29 01:23
Argumentation as Negotiation in Electronic Collaborative Writing,rent paper is about a collaborative writing situation in which pairs of students have to produce an argumentative text, while collaborating via an electronic network. In our perspective, this is a task from which students are supposed to learn about the concepts that are discussed and written about.作者: Chauvinistic 時間: 2025-3-29 05:45
Constructive Discussions through Electronic Dialogue,ssible knowledge, as well as with open-ended problems. To obtain insight and understanding in complex concepts or to solve open-ended problems, collaborative learning situations can be organised in which students are able to articulate and negotiate information, not only in relationship to fixed fac作者: 指耕作 時間: 2025-3-29 07:46
,Using CMC to Develop Argumentation Skills in Childre with a ‘Literacy Deficit’,s for believing in them (see Andriessen, Baker & Suthers, this volume). This chapter is concerned with how we create learning communities that enable children to express and confront their cognitions. In particular, how we create a climate in which children are encouraged to reason about the evident作者: GOUGE 時間: 2025-3-29 13:49 作者: Exaggerate 時間: 2025-3-29 16:21
Elaborating New Arguments Through a CSCL Script,roduces learning, that is to discover which cognitive mechanisms, triggered by argumentative interactions, generate new knowledge and in which conditions. The engineering challenge is to determine how to trigger productive argumentation among students. These two challenges are often investigated in
