Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments (Volume 1)

. Ed(s): Andriessen, Jerry; Baker, Michael; Suthers, Dan (Department of ICS, University of Hawaii, Manoa, Honolulu, USA)

ISBN 10: 1402013825 / ISBN 13: 9781402013829

Published by Kluwer Boston Incorporated, 2003

About this Item

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 of interest to researchers in education and psychology. Editor(s): Andriessen, Jerry; Baker, Michael; Suthers, Dan (Department of ICS, University of Hawaii, Manoa, Honolulu, USA). Series: Computer-Supported Collaborative Learning Series. Num Pages: 269 pages, biography. BIC Classification: JHBC; JNV. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 240 x 160 x 22. Weight in Grams: 574. . 2003. 2003rd Edition. hardcover. . . . . Books ship from the US and Ireland.

Seller Inventory # V9781402013829

Bibliographic Details

• Title: Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments (Volume 1)
• Publisher: Kluwer Boston Incorporated
• Publication Date: 2003
• Language: English
• ISBN 10: 1402013825
• ISBN 13: 9781402013829
• Binding: Hardcover
• Condition: New

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.