Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/236
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dc.contributor.authorLund, Kristine
dc.contributor.authorQuignard, Matthieu
dc.date.accessioned2017-06-19T10:50:27Z
dc.date.accessioned2017-06-19T08:58:11Z-
dc.date.available2017-06-19T10:50:27Z
dc.date.available2017-06-19T08:58:11Z-
dc.date.issued2017-07
dc.identifier.citationLund, 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.en_US
dc.identifier.urihttps:dx.doi.org/10.22318/cscl2017.33
dc.identifier.urihttps://repository.isls.org/handle/1/236-
dc.description.abstractIn 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.en_US
dc.language.isoenen_US
dc.publisherPhiladelphia, PA: International Society of the Learning Sciences.en_US
dc.titleThe Dangers of Assuming Before Analysis: Three Case Studies of Argumentation and Cognitionen_US
dc.typeBook chapteren_US
Appears in Collections:CSCL 2017

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