Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/184
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dc.contributor.authorHardy, Lisa
dc.contributor.authorWhite, Tobin
dc.date.accessioned2017-03-21T12:05:42Z
dc.date.accessioned2017-05-27T14:30:41Z-
dc.date.available2017-03-21T12:05:42Z
dc.date.available2017-05-27T14:30:41Z-
dc.date.issued2016-07
dc.identifier.citationHardy, L. & White, T. (2016). Making Sense of Making Waves: Co-constructing Knowledge and Group Understanding Without Conceptual Convergence In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://repository.isls.org/handle/1/184-
dc.identifier.urihttps://dx.doi.org/10.22318/icls2016.92
dc.description.abstractIn this paper we argue that collaborative learning doesn’t necessarily have to culminate in convergent conceptual change in order to be a success—that divergent perspectives can maintain tensions that are productive for learning even if they don’t get reconciled. We analyze the individual perspectival understandings demonstrated by students during and after a collaborative task, and argue that this lens provides mechanisms for showing how collaboration can be productive even in the absence of convergence. We discuss some implications for theories of group understanding, and designing face-to-face CSCL environments and activities.en_US
dc.language.isoenen_US
dc.publisherSingapore: International Society of the Learning Sciencesen_US
dc.titleMaking Sense of Making Waves: Co-constructing Knowledge and Group Understanding Without Conceptual Convergenceen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2016

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