Arguing to Learn : Confronting Cognitions in Computer-Supported Collaborative Learning Environments

Jerry Andriessen

ISBN 10: 1402013825 / ISBN 13: 9781402013829

Published by Springer Netherlands, Springer Netherlands, 2003

About this Item

Druck auf Anfrage Neuware - Printed after ordering - Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments focuses on how new pedagogical scenarios, task environments and communication tools within Computer-Supported Collaborative Learning (CSCL) environments can favour collaborative and productive confrontations of ideas, evidence, arguments and explanations, or arguing to learn.This book is the first that has assembled the work of internationally 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.

Seller Inventory # 9781402013829

Bibliographic Details

• Title: Arguing to Learn : Confronting Cognitions in Computer-Supported Collaborative Learning Environments
• Publisher: Springer Netherlands, Springer Netherlands
• Publication Date: 2003
• Language: English
• ISBN 10: 1402013825
• ISBN 13: 9781402013829
• Binding: Buch
• Condition: Neu
• Dimensions: 241W x 160H x 20D millimeters 241 millimeters width by 160 millimeters height by 20 millimeters depth
• Weight: 594 grams

About this title

Synopsis

Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments focuses on how new pedagogical scenarios, task environments and communication tools within Computer-Supported Collaborative Learning (CSCL) environments can favour collaborative and productive confrontations of ideas, evidence, arguments and explanations, or arguing to learn.

This book is the first that has assembled the work of internationally 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.