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dc.contributor.authorPrusak, Naomi
dc.contributor.authorHershkowitz, Rina
dc.contributor.authorSchwarz, Baruch
dc.date.accessioned2020-01-08T21:54:32Z
dc.date.accessioned2020-01-09T14:13:45Z-
dc.date.available2020-01-08T21:54:32Z
dc.date.available2020-01-09T14:13:45Z-
dc.date.issued2010-06
dc.identifier.citationPrusak, N., Hershkowitz, R., & Schwarz, B. (2010). From Visualization to Logical Necessity Through Argumentative Design. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 415-416). Chicago IL: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2010.2.415
dc.identifier.urihttps://repository.isls.org//handle/1/2883-
dc.description.abstractWe show that a meticulous design can encourage students in dyads to shift from informal reasoning (visual, inquiry-based) to reasoning moved by logical necessity (abductive and deductive). We describe a case study in which one dyad solves a series activities purposely designed. We show that argumentation first relies on intuition, and then intertwines the activities of conjecturing and checking the conjectures though the use of different gestures.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleFrom Visualization to Logical Necessity Through Argumentative Designen_US
dc.typePostersen_US
Appears in Collections:ICLS 2010

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