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ERIC Number: EJ805966
Record Type: Journal
Publication Date: 2008-Jul
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0361-476X
Collaborative Discourse, Argumentation, and Learning: Preface and Literature Review
Nussbaum, E. Michael
Contemporary Educational Psychology, v33 n3 p345-359 Jul 2008
This article serves two functions. First, it addresses why studying collaborative discourse and collaborative argumentation is important for promoting students' deep-level understanding of content. A literature review is presented examining the evidence for this claim, concluding that engaging in collaborative discourse and argumentation might have long-term effects in consolidating learning gains. Second, the various articles in this special issue are introduced. The articles address important directions for research, including (a) how to promote pedagogically useful collaborative discourse in the classroom and in workplace setting (for example by modeling and soliciting elaborative discourse moves or by engendering ''polite'' behavioral norms), (b) understanding the role of joint representations and mental models in collaborative discourse, and (c) methodological difficulties with analyzing nonindependent and categorical data. The importance for educational psychologists in understanding the interaction of cognitive and social processes is highlighted.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Information Analyses; Journal Articles
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A