Student-Student Debates during Scientific Cafés on Drinking Water: Group Dynamics, 'Spontaneous' Argumentative Skills, and the Argumentative Use of Emotions
| Autor: | Polo, C., Plantin, C., Lund, K., Gerald Niccolai |
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| Přispěvatelé: | Interactions, Corpus, Apprentissages, Représentations (ICAR), École normale supérieure - Lyon (ENS Lyon)-Université Lumière - Lyon 2 (UL2)-INRP-Ecole Normale Supérieure Lettres et Sciences Humaines (ENS LSH)-Centre National de la Recherche Scientifique (CNRS), Rummel, N., Kapur, M., Nathan, Puntambekar, S., Les auteurs remercient le LABEX ASLAN (ANR-10-LABX-0081) de l'Université de Lyon pour son soutien financier dans le cadre du programme 'Investissements d'Avenir' (ANR-11-IDEX-0007) de l'Etat Français géré par l'Agence Nationale de la Recherche (ANR)., ICAR, Référent HAL, Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S., École normale supérieure de Lyon (ENS de Lyon)-Université Lumière - Lyon 2 (UL2)-INRP-Ecole Normale Supérieure Lettres et Sciences Humaines (ENS LSH)-Centre National de la Recherche Scientifique (CNRS) |
| Jazyk: | angličtina |
| Rok vydání: | 2013 |
| Předmět: |
Spontaneous Argumentative Skills
Argumentative Use of Emotions Computer Group Dynamics Collaborative Learning [SHS.EDU]Humanities and Social Sciences/Education [SHS.EDU] Humanities and Social Sciences/Education [SHS.LANGUE]Humanities and Social Sciences/Linguistics [SHS.LANGUE] Humanities and Social Sciences/Linguistics |
| Zdroj: | To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2--Short Papers, Panels, Posters, Demos & Community Events Scopus-Elsevier |
| Popis: | The goal is to better understand students' "spontaneous" argumentative practices while debating on a socioscientific issue (SSI) and their contextual variation. We aim at a detailed description of the argumentative skills, collaboration features and content resources that the students use, without previous teaching on argumentation. Background of the project Since 2007, members of the ICAR lab have been working on the transfer of scientific-cafés into the classroom. Support from the Région Rhône-Alpes enabled us to design a new script, which was applied in 2011-1012 in 4 schools in France (Lyon), the US (Kenosha, Wisconsin) and Mexico (Contepec, Michoacán; Tehuacán, Puebla). Both argumentation (e.g. Andriessen, Baker & Suthers, 2003) and SSI (e.g. Kolsto, 2001) are claimed necessary to science and citizenship education, but little is known about the way the students debate on SSI. A better understanding of their practices and their variation can help design future pedagogical activities on SSI. |
| Databáze: | OpenAIRE |
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