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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.
Appears in Collections:ICLS 2004

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