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The Resource Dialogue, argumentation and education : history, theory and practice, Baruch B. Schwarz, Michael J. Baker ; foreword by Lauren B. Resnick with Faith Schantz, (electronic resource)

Dialogue, argumentation and education : history, theory and practice, Baruch B. Schwarz, Michael J. Baker ; foreword by Lauren B. Resnick with Faith Schantz, (electronic resource)

Creator
Summary
New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable pedagogical technique, across a variety of tasks and disciplines. Researchers have explored the conditions under which arguing to learn is successful, have described some of its learning potentials (such as for conceptual change and reflexive learning) and have developed Internet-based tools to support such learning. However, the further advancement of this field presently faces several problems, which the present book addresses. Three dimensions of analysis - historical, theoretical and empirical - are integrated throughout the book. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and linguistic theories of dialogue and argumentation.--
Language
eng
Work
Publication
Extent
1 online resource (xxi, 293 pages)
Contents
  • Machine generated contents note: Foreword Lauren B. Resnick and Faith Schantz; Preface; 1. Beginnings; 2. Changes in the role of talk in education: philosophical and ideological revolutions; 3. Argumentation theory for education; 4. The pervasive role of argumentation according to progressive pedagogies; 5. Argumentative interactions in the classroom; 6. Argumentative design; 7. Conclusion
Isbn
9781107141810
Link
https://eui.idm.oclc.org/login?url=https://doi.org/10.1017/9781316493960
Instance
Label
Dialogue, argumentation and education : history, theory and practice
Title
Dialogue, argumentation and education
Title remainder
history, theory and practice
Statement of responsibility
Baruch B. Schwarz, Michael J. Baker ; foreword by Lauren B. Resnick with Faith Schantz
Creator
Subject
Language
eng
Summary
New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable pedagogical technique, across a variety of tasks and disciplines. Researchers have explored the conditions under which arguing to learn is successful, have described some of its learning potentials (such as for conceptual change and reflexive learning) and have developed Internet-based tools to support such learning. However, the further advancement of this field presently faces several problems, which the present book addresses. Three dimensions of analysis - historical, theoretical and empirical - are integrated throughout the book. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and linguistic theories of dialogue and argumentation.--
Assigning source
Provided by publisher
Cataloging source
UkCbUP
http://library.link/vocab/creatorName
Schwarz, Baruch B
Index
index present
Literary form
non fiction
Nature of contents
dictionaries
Series statement
Cambridge Social Sciences eBooks
http://library.link/vocab/subjectName
  • Questioning
  • Discourse analysis
Label
Dialogue, argumentation and education : history, theory and practice, Baruch B. Schwarz, Michael J. Baker ; foreword by Lauren B. Resnick with Faith Schantz, (electronic resource)
Link
https://eui.idm.oclc.org/login?url=https://doi.org/10.1017/9781316493960
Instantiates
Publication
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Machine generated contents note: Foreword Lauren B. Resnick and Faith Schantz; Preface; 1. Beginnings; 2. Changes in the role of talk in education: philosophical and ideological revolutions; 3. Argumentation theory for education; 4. The pervasive role of argumentation according to progressive pedagogies; 5. Argumentative interactions in the classroom; 6. Argumentative design; 7. Conclusion
Control code
CR9781316493960
Dimensions
unknown
Extent
1 online resource (xxi, 293 pages)
Form of item
online
Governing access note
Use of this electronic resource may be governed by a license agreement which restricts use to the European University Institute community. Each user is responsible for limiting use to individual, non-commercial purposes, without systematically downloading, distributing, or retaining substantial portions of information, provided that all copyright and other proprietary notices contained on the materials are retained. The use of software, including scripts, agents, or robots, is generally prohibited and may result in the loss of access to these resources for the entire European University Institute community
Isbn
9781107141810
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
digital, PDF file(s).
Specific material designation
remote
System control number
(OCoLC)965543425
Label
Dialogue, argumentation and education : history, theory and practice, Baruch B. Schwarz, Michael J. Baker ; foreword by Lauren B. Resnick with Faith Schantz, (electronic resource)
Link
https://eui.idm.oclc.org/login?url=https://doi.org/10.1017/9781316493960
Publication
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Machine generated contents note: Foreword Lauren B. Resnick and Faith Schantz; Preface; 1. Beginnings; 2. Changes in the role of talk in education: philosophical and ideological revolutions; 3. Argumentation theory for education; 4. The pervasive role of argumentation according to progressive pedagogies; 5. Argumentative interactions in the classroom; 6. Argumentative design; 7. Conclusion
Control code
CR9781316493960
Dimensions
unknown
Extent
1 online resource (xxi, 293 pages)
Form of item
online
Governing access note
Use of this electronic resource may be governed by a license agreement which restricts use to the European University Institute community. Each user is responsible for limiting use to individual, non-commercial purposes, without systematically downloading, distributing, or retaining substantial portions of information, provided that all copyright and other proprietary notices contained on the materials are retained. The use of software, including scripts, agents, or robots, is generally prohibited and may result in the loss of access to these resources for the entire European University Institute community
Isbn
9781107141810
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
digital, PDF file(s).
Specific material designation
remote
System control number
(OCoLC)965543425

Subject

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