Please use this identifier to cite or link to this item:
|Title:||To What Extent Students’ Epistemic Beliefs Influence Their Engagement in Argumentative Discourse and Attitudinal Change|
|Publisher:||Philadelphia, PA: International Society of the Learning Sciences.|
|Citation:||Noroozi, O., Hatami, J., Mulder, M., & Biemans, H. (2017). To What Extent Students’ Epistemic Beliefs Influence Their Engagement in Argumentative Discourse and Attitudinal Change 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 2. Philadelphia, PA: International Society of the Learning Sciences.|
|Abstract:||This study investigates how students with various epistemic beliefs engage in argumentative discourse and shift their attitude within a digital dialogue game. Participants were randomly assigned to groups of four or five and asked to argue and explore various perspectives of four controversial issues of environmental education in four consecutive weeks that each lasted 90 minutes. Epistemic beliefs of students were seen to be an important factor for the way they engage in argumentative discourse and also their attitudinal change.|
|Appears in Collections:||CSCL 2017|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.