Please use this identifier to cite or link to this item:
Title: Processes of argumentation and explanation in conceptual change: Results from protocol analyses of peer-to-peer dialogue
Authors: Asterhan, Christa
Issue Date: Jun-2008
Publisher: International Society of the Learning Sciences, Inc.
Citation: Asterhan, C. (2008). Processes of argumentation and explanation in conceptual change: Results from protocol analyses of peer-to-peer dialogue. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volume 1 (pp. 60-67). Utrecht, The Netherlands: International Society of the Learning Sciences.
Abstract: Decades of research have proven that many misconceptions of scientific notions are difficult to uproot even after intensive instructional interventions. In this paper we examine the role of argumentation and of explanation development in dyadic dialogues and their relation to consequential individual conceptual change. Two quantitative dialogue coding schemes were developed with different granularity: The first assessed the interlocutors' dialog moves during the discussion that pertained to argumentation and explanation development. The second scheme characterized the dialogue as a whole on a number of social and socio-cognitive dimensions. The results emphasized the critical role of engagement in dialectical argumentation for conceptual change, whereas explanation development and validation was not related to learning gains. This finding may explain why instructional interventions are too often insufficient to uproot robust misconceptions. The methodological implications for the study of conceptual change, as well as the practical implications for designing for productive argumentation are discussed.
Appears in Collections:ICLS 2008

Files in This Item:
File SizeFormat 
60-67.pdf231.97 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.