Arguing on the Computer: A Microgenetic Study of Developing Argument Skills in a Computer‐Supported Environment

Child Development - Tập 79 Số 5 - Trang 1310-1328 - 2008
Deanna Kuhn1, Wendy Goh1, Kalypso Iordanou1, David Shaenfield1
1Columbia University

Tóm tắt

We report a study of a class of 28 sixth graders engaged in an extended computer‐supported argumentive discourse activity. Participants collaborated with a same‐side peer in arguing against successive pairs of peers on the opposing side of an issue. Meta‐level awareness was facilitated by conducting the dialogs via instant messaging software, which made available a transcript of the dialog that was used in additional reflective activities. In the course of dialogs on 3 successive topics, participants showed significant gains in meta‐level communications about the discourse, reflecting at least implicit understanding of its goals, as well as in the strategic moves that constituted the discourse. The latter advances remained evident when the social support of a same‐side partner was withdrawn.

Từ khóa


Tài liệu tham khảo

10.1207/S1532690XCI1901_1

Andriessen J., 2006, Collaborative learning, reasoning, and technology, 197

Andriessen J., 2004, Arguing to learn: Confronting cognitions in computer‐supported collaborative learning

10.1080/095006900412284

10.1207/s15516709cog2404_2

Chinn C. A., 2006, Collaborative learning, reasoning, and technology, 355

Clark V., 2005, Analyzing the quality of argumentation supported by personally‐seeded discussions, 10.3115/1149293.1149304

10.1016/0193-3973(84)90006-6

10.1016/j.cogdev.2003.09.001

Felton M., 2001, The development of argumentive discourse skills, Discourse Processes, 32, 135, 10.1207/S15326950DP3202&3_03

Gilbert M., 1997, Coalescent argumentation

Glassner A., 2005, The role of floor control and of ontology in argumentative activities with discussion‐based tools, 10.3115/1149293.1149315

10.1348/000709904X22278

Graff G., 2003, Clueless in academe: How schooling obscures the life of the mind

Hersh R., 2005, What does college teach?, Atlantic Monthly, 140

10.3102/00346543067001088

Hofer B., 2002, Epistemology: The psychology of beliefs about knowledge and knowing

10.1017/CBO9780511571350

10.1111/j.1467-9280.1995.tb00322.x

Kuhn D., 2005, Education for thinking

Kuhn D., 2006, Handbook of child psychology: Vol. 2. Cognition, perception, and language, 953

10.1016/j.ijer.2006.05.003

10.1207/s1532690xci1503_1

10.1111/1467-8624.00605

10.1080/13546780600625447

10.1177/0741088303257507

10.1207/s1532690xci1402_1

Miller P. H., 1999, Conceptual development: Piaget’s legacy, 209

Moshman D., 2005, Adolescent psychological development: Rationality, morality, and identity

10.1207/s15548430jlr3404_5

10.1016/j.cedpsych.2004.11.002

10.1037/0022-0663.97.2.157

10.1016/S0361-476X(02)00038-3

10.1037/0022-0663.77.5.562

10.1207/S15326950DP3202&3_04

10.1207/S1532690XCI1804_2

Siegler R., 2006, Handbook of child psychology: Vol. 2. Cognition, perception, and language, 464

10.1111/j.1467-8624.1991.tb01557.x

10.4324/9781410603432

Udell W.(2007).Enhancing adolescent girls’ argument skills in reasoning about personal and non‐personal decisions.Cognitive Development 22 341–352.

Voss J, 2001, Argumentation in psychology, Discourse Processes, 32, 10.1207/S15326950DP3202&3_01

10.1016/0959-4752(91)90013-X

Wainryb C., 2001, Children’s, adolescents’, and young adults’ thinking about different types of disagreements, Developmental Psychology, 37, 373, 10.1037/0012-1649.37.3.373

10.1007/BF00128147

10.1016/S0361-476X(03)00024-9

10.1037/0022-0663.91.2.301

10.1002/tea.10008