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|Title:||The Dangers of Assuming Before Analysis: Three Case Studies of Argumentation and Cognition|
|Publisher:||Philadelphia, PA: International Society of the Learning Sciences.|
|Citation:||Lund, K. & Quignard, M. (2017). The Dangers of Assuming Before Analysis: Three Case Studies of Argumentation and Cognition In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1. Philadelphia, PA: International Society of the Learning Sciences.|
|Abstract:||In this article, we argue that researchers in the hypothetico-deductive tradition expose themselves to dangers when they first make assumptions about theoretical constructs and second, when they gather data specifically in order to test the predictions arising from hypotheses about these constructs. We review our own research in computer supported collaborative learning and in computer supported collaborative work on argumentation and cognition to show ways to partially surmount these dangers while raising new methodological concerns. We conclude by underlining the importance of the role of theory and the importance of reflecting on these issues, especially in a multidisciplinary community such as the learning sciences.|
|Appears in Collections:||CSCL 2017|
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