Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3957
Title: Leveraging Epistemological Diversity through Computer-based Argumentation in the Domain of Probability
Authors: Abrahamson, Dor
Berland, Matthew W.
Shapiro, R. Benjamin
Unterman, Joshua W.
Wilensky, Uri J.
Issue Date: Jun-2004
Publisher: Lawrence Erlbaum Associates
Citation: Abrahamson, D., Berland, M. W., Shapiro, R. B., Unterman, J. W., & Wilensky, U. J. (2004). Leveraging Epistemological Diversity through Computer-based Argumentation in the Domain of Probability. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 28-35). Santa Monica, CA: Lawrence Erlbaum Associates.
Abstract: The paper is a case study of technology-facilitated argumentation. Several graduate students, the first four authors, present and negotiate complementary interpretations of a diagram generated in a computer-simulated stochastic experiment. Individuals use informal visual metaphors, programming, and formal mathematical analysis to ground the diagram, i.e., to achieve a sense of proof, connection, and understanding. The NetLogo modeling-and- simulation environment (Wilensky, 1999) serves to structure the authors' grounding, appropriating, and presenting of a complex mathematical construct. We demonstrate individuals' implicitly diverse explanatory mechanisms for a shared experience. We show that this epistemological diversity, sometimes thought to undermine learning experiences, can, given appropriate learning environments and technological fluency, foster deeper understanding of mathematics and science.
URI: https://doi.dx.org/10.22318/icls2004.28
https://repository.isls.org//handle/1/3957
Appears in Collections:ICLS 2004

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