Editors:
- Includes supplementary material: sn.pub/extras
Part of the book series: Computer-Supported Collaborative Learning Series (CULS, volume 1)
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Table of contents (10 chapters)
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Front Matter
About this book
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.
Editors and Affiliations
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Department of Educational Sciences, Utrecht, The Netherlands
Jerry Andriessen
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GRIC Laboratory, C.N.R.S. & University Lyon 2, France
Michael Baker
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Department of ICS, University of Hawai’i at Manoa, Honolulu, USA
Dan Suthers
Bibliographic Information
Book Title: Arguing to Learn
Book Subtitle: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
Editors: Jerry Andriessen, Michael Baker, Dan Suthers
Series Title: Computer-Supported Collaborative Learning Series
DOI: https://doi.org/10.1007/978-94-017-0781-7
Publisher: Springer Dordrecht
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eBook Packages: Springer Book Archive
Copyright Information: Springer Science+Business Media Dordrecht 2003
Hardcover ISBN: 978-1-4020-1382-9Published: 30 June 2003
Softcover ISBN: 978-90-481-6320-5Published: 22 October 2010
eBook ISBN: 978-94-017-0781-7Published: 17 April 2013
Series ISSN: 1573-4552
Series E-ISSN: 2543-0157
Edition Number: 1
Number of Pages: IX, 269
Topics: Education, general, Educational Technology, User Interfaces and Human Computer Interaction, Logic