Elaborating new arguments through a CSCL scenario

The CSCL community faces two main challenges with respect to learning and argumentation. The scientific challenge is to understand how argumentation produces learning, that is to discover which cognitive mechanisms, triggered by argumentative interactions, generate new knowledge and in what conditions. 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.


Published in:
Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments, 205-226
Year:
2003
Publisher:
Amsterdam, Kluwer
Laboratories:




 Record created 2005-03-17, last modified 2018-03-18


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