Abstract
It is now well recognised that argumentative interactions can be vehicles of collaborative learning, especially on a conceptual plane (see e.g. Andriessen & Coiner, 1999). Information and communication technologies such as Computer-Supported Collaborative Learning (“CSCL”) environments can play an important role in such learning to the extent that they enable task sequences and interpersonal communication media to be structured in ways that favour the co-elaboration1 of knowledge (e.g. Baker, 1996, 1999; Baker, de Vries, Lund & Quignard, 2001).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Allwood, J. (1976). Linguistic Communication in Action and Co-operation: A Study in Pragmatics. Gothenburg Monographs in Linguistics 2. University of Gothenburg, Department of Linguistics, Sweden.
Andriessen, J. and Coirier, P. (Eds.) (1999). Foundations of Argumentative Text Processing. Studies in Writing, (Series Eds.) G. Rijlaarsdam and E. Espéret. Amsterdam: Amsterdam University Press.
Baker, M.J. and Lund, K. (1997). Promoting reflective interactions in a computer-supported collaborative learning environment. Journal of Computer Assisted Learning. 13, 175–193.
Baker, M.J. (1994). A Model for Negotiation in Teaching-Learning Dialogues. Journal of Artificial Intelligence in Education, 5 (2), 199–254.
Baker, M.J. (1995). Negotiation in Collaborative Problem-Solving Dialogues. In Dialogue and Instruction: Modeling Interaction in Intelligent Tutoring Systems, (eds.) Beun, R.J., Baker, M.J. and Reiner, M., pp. 39–55. Berlin: Springer-Verlag.
Baker, M.J. (1996). Argumentation et co-construction des connaissances [Argumentation and co-construction of knowledge]. Interaction et Cognitions 2 (3), 157–191.
Baker, M.J. (1999). Argumentation and Constructive Interaction. In G. Rijlaarsdam and E. Espéret (Series Eds.) and Pierre Coirier and Jerry Andriessen (Vol. Eds.) Studies in Writing: Vol. 5. Foundations of Argumentative Text Processing, 179–202. Amsterdam: University of Amsterdam Press.
Baker, M.J. (2000). Explication, Argumentation et Négociation: analyse d’un corpus de dialogues en langue naturelle écrite dans le domaine de la médecine [Explanation, Argumentation and Negotiation: analysis of a corpus of typewritten natural language dialogues in the domain of medicine]. Psychologie de l’interaction, N° 9–10, 179–210.
Baker, M.J., de Vries, E. and Lund, K. (1999). Designing computer-mediated epistemic interactions. Proceedings of the International Conference on Artificial Intelligence and Education, Le Mans, July 1999. S.P. Lajoie and M. Vivet (Eds.) Artificial Intelligence in Education (pp. 139–146 ). Amsterdam: IOS Press.
Baker, M.J., de Vries, E., Lund, K. and Quignard, M. (2001). Computer–mediated epistemic interactions for co–constructing scientific notions: Lessons learned from a five–year research programme. In P. Dillenbourg, A. Eurelings and K. Hakkarainen (Eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer–Supported Collaborative Learning, Maastricht McLuhan Institute (ISBN 90–5681–097–9), pp. 89–96. Maastricht, March 22 – 24, 2001.
Barth, E.M. and Krabbe, E.C.W. (1982). From Axiom to Dialogue: A philosophical study of logics and argumentation. Berlin: Walter de Gruyter.
Chi, M.T.H., Bassok, M., Lewis, M.W., Reimann, P. and Glaser, R. (1989). Self-Explanations: How Students Study and Use Examples in Learning to Solve Problems. Cognitive Science, 13 (2), 145182.
Clark, H.H. and Schaefer, E.F. (1989). Contributing to Discourse. Cognitive Science, 13, 259–294.
Clark, H.H., and Brennan, S.E. (1991). Grounding in communication. In L.B. Resnick, J.M. Levine, and S.D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 127–149 ). Washington DC: American Psychological Association.
Cohen, L.J. (1992). An Essay on Belief and Acceptance. Oxford: Clarendon Press.
Crook, C. (1994). Computers and the Collaborative Experience of Learning. London: Routledge.
De Vries, E., Lund, K. and Baker, M.J. (2002). Computer-mediated epistemic dialogue: Explanation and argumentation as vehicles for understanding scientific notions. The Journal of the Learning Sciences, 11 (1), 63–103.
Dennett, D.C. (1981). How to Change your Mind. In Brainstorms: Philosophical Essays on Mind and Psychology, pp. 300–309. Brighton (UK): Harvester Press.
Edwards, D. (1993). But What Do Children Really Think ?: Discourse Analysis and Conceptual Content in Children’s Talk. Cognition and Instruction 11 (3 and 4), 207–225.
Gilly, M., Roux, J.-P. and Trognon, A. (Eds.). Apprendre dans l’interaction [Learning in Interaction]. Nancy: Presses Universitaires de Nancy/Publications de l’Université de Provence.
Harman, G. (1986). Change in View: Principles of Reasoning. Cambridge Mass.: MIT Press.
Johnson-Laird, P.N. (1983). Mental Models. Cambridge: Cambridge University Press.
Linder, C. J. and Erickson, G. L. (1989). A study of tertiary physics students’ conceptualizations of sound. International Journal of Science Education, 11, 491–501.
Lund, K. and Baker, M.J. (1999). Teachers’ collaborative interpretations of students’ computer-mediated collaborative problem-solving interactions. In Proceedings of the International Conference on Artificial Intelligence and Education, Le Mans, July 1999. S.P. Lajoie and M. Vivet (Eds.) Artificial Intelligence in Education (pp. 147–154 ). Amsterdam: IOS Press.
Maurines, L. ( 1998, January). Les élèves et la propagation des signaux sonores [Students and the propagation of sound signals]. Bulletin de l’Union des Physiciens, 92, 1–22.
Meyer, M. (1986). De la problématologie. Philosophie, science et langage [On problematology. Philosophy, science and language]. Brussels: Pierre Mardaga.
Miller, M. (1986). Argumentation and cognition. In M. Hickmann (Ed.) Social and functional approaches to language and thought (pp. 225–249 ). New York: Academic Press.
Muntig, P. and Turnbull, W. (1998). Conversational structure and facework in arguing. Journal of Pragmatics, 29, 225–256.
Naess, A. (1966). Communication and argument. Elements of applied semantics. London: Allen and Unwin.
Newell, A. and Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.
Nonnon, E. (1996). Activités argumentatives et élaboration de connaissances nouvelles: le dialogue comme espace d’exploration [Argumentative activities and elaboration of new knowledge: dialogue as a space for exploration]. Langue Française, 112 (décembre 1996), 67–87.
Ohlsson, S. (1996). Learning to do and learning to understand: A lesson and a challenge for cognitive modeling. In P. Reimann and H. Spada (Eds.), Learning in humans and machines (pp. 37–62 ). Oxford: Elsevier.
Perelman, C. and Olbrechts-Tyteca, L. (1958/1988). Traité de l’argumentation. La nouvelle rhétorique [Treatise on argumentation. The new rhetoric]. Bruxelles: Editions de l’Université de Bruxelles.
Pontecorvo, C. (Ed.) (1993). Discourse and Shared Reasoning [Journal Special Issue]. Cognition and Instruction, 11 (3 and 4).
Quignard, M. (2000). Modélisation cognitive de l’argumentation dans le dialogue: étude de dialogues d’élèves en résolution de problème de sciences physiques. [Cognitive modelling of argumentation in dialogue: a study of students’ problem-solving dialogues in physics] Thèse de doctorat de sciences cognitives [PhD thesis in Cognitive Science], Grenoble, Université Joseph Fourier.
Resnick, L.B., Levine, J.M. and Teasley, S.D. (eds.) (1991). Perspectives on Socially Shared Cognition. Washington D.C.: American Psychological Association.
Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. Journal of the Learning Sciences, 2, 235–276.
Tiberghien, A., and De Vries, E. (1997). Relating characteristics of learning situations to learner activities. Journal of Computer Assisted Learning, 13, 163–174.
van Eemeren, F. and Grootendorst, R. (1984). Speech Acts in Argumentative Discussions. Dordrecht: Fori s.
van Eemeren, F.H., Grootendorst, R. and Henkemans, F.S. (1996). Fundamentals of Argumentation Theory: A Handbook of Historical Backgrounds and Contemporary Developments. Mahwah New Jersey: Lawrence Erlbaum Associates.
Walton, D.N. (1989). Informal Logic: a handbook for critical argumentation. Cambridge: Cambridge University Press.
Walton, D.N. (1992). Plausible Argument in Everyday Conversation. State University of New York Press: Albany, N.Y.
Wertsch, J. V. (1991): Voices of the Mind. A Sociocultural Approach to Mediated Action. USA: Harvester Wheatsheaf.
Winograd, T. and Flores, F. (1986). Understanding Computers and Cognition. Reading, Mass.: Addison-Wesley.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2003 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Baker, M. (2003). Computer-Mediated Argumentative Interactions for the Co-Elaboration of Scientific Notions. In: Andriessen, J., Baker, M., Suthers, D. (eds) Arguing to Learn. Computer-Supported Collaborative Learning, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0781-7_3
Download citation
DOI: https://doi.org/10.1007/978-94-017-0781-7_3
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-6320-5
Online ISBN: 978-94-017-0781-7
eBook Packages: Springer Book Archive