Literaturnachweis - Detailanzeige
| Autor/inn/en | Weinberger, Armin; Fischer, Fischer |
|---|---|
| Titel | A Framework to Analyze Argumentative Knowledge Construction in Computer-Supported Collaborative Learning |
| Quelle | In: Computers and Education, 46 (2006) 1, S.71-95 (25 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0360-1315 |
| DOI | 10.1016/j.compedu.2005.04.003 |
| Schlagwörter | Computer Assisted Instruction; Educational Research; Persuasive Discourse; Cooperative Learning; Knowledge Level; Cognitive Processes; Participation; Epistemology; Social Influences |
| Abstract | Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of specific processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts. In order to refine process-oriented instructional support, such as scripts, we need to measure the influence of scripts on specific processes of argumentative knowledge construction. In this article, we propose a multi-dimensional approach to analyze argumentative knowledge construction in CSCL from sampling and segmentation of the discourse corpora to the analysis of four process dimensions (participation, epistemic, argumentative, social mode). (Author). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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