Arguing to Learn

An argument for learning should be evaluated on the basis of its collaborative value as a contribution to the conversation.When students collaborate in argumentation in the classroom, they are arguing to learn. When viewed as a collaborative practice, argumentation can help learners to accomplish a wide variety of important learning goals There are four learning mechanisms that are potentially associated with effective arguing to learn. Making knowledge explicit, Conceptual change, Co-elaboration of new knowledge, Increasing articulation.When learning is conceived of as a process of active construction, of collaborative knowledge building, then it can be thought of as an outcome of argumentative processes.Argumentation is one of the features of collaborative learning that make student groups so effective at promoting individual learning.Good argumentation depends on knowing the facts of a field, but knowing the facts does not predict good argumentation. Individual reasoning can benefit from arguing to learn, but argumentation must be scaffolded by the environment to support a gradual appropriation of collaborative argumentation. In collaborative learning, argumentative activities are grounded in other (shared) activities; they are not goals in themselves (or perhaps they are goals only during brief moments of reflection). Arguing to learn needs to be embedded in collaborative activity, and driven by a desire for understanding and sharing that understanding with others.

 1) How does it affect collaboration relationships between the students?

case based reasoning

In this article the main aim is, developed a case libraries by students who share their experiences about the topic. When somebody read that experience, although their experiences are not familiar, they have knowledge. This approach also give oppurtunaties to the students to correct their fault and give feedbacks where is the wrong. So many events or cases which we encountered are so important if we use our experiences with new situations. So with this program we will remember our past easly. Also not if our experiences but also the others experiences are help out to choice.

Fifth Graders' Learning About Simple Machines Tjrough Engineering Design-Based Instruction Using Lego Materials

This article's aim is to focus on the impact of the unit on student's content understanding of simple machines. The LEGO engineering-based simple machines module was implemented for fifth grade students and they showed significant growth in content understanding.
In this activities students should learn how to analyze situations and gather relevant information, define problems, generate and evaluate creative ideas, develop their ideas into tangible solutions, and assess and improve their solutions. Engineering design activities allow student to learn both design procedures and science content. Gaining a conceptual understanding of simple machines” is important for elementary studentsbecause simplemachines are everywhere in our daily lives and also it is a standard curriculum unit taught in many school systems

 

arguing to learn

      When students collaborate in argumentation in the classroom, they are arguing to learn.The argumantation contains so many benefits for students. For example,  the argumentation involves elaboration, reasoning, and reflection and these activities have been shown to contribute to deeper conceptual learning. The participating in argumentation helps students learn about argumentative structures. Because productive argumentation is a form of collaboration, it can help develop social awareness and collaborative ability more generally. Also groups of people often share a common tradition of argumentation, and effective participation in these groups requires knowing how to argue competently within them. With collaborative reasonin, it helps students develop argument schema, abstract knowledge structures that represent extended stretches of argumentative discourse.  

        Piaget argued that learners should be allowed to discover as much as possible on their own, and that each decision that the teacher makes for them deprives them of a potentially more powerful learning experience. So waiting the answer from the teacher don’t improve the knowledge. Searching the answer is important for increase the knowledge.

 

Is this program useful for making a lesson exam?

Arguing to Learn

When students collaborate in argumentation in the classroom, they are arguing to learn. When viewed as a collaborative practice, argumentation can help learnersto accomplish a wide variety of important learning goals. First, argumentation involves elaboration, reasoning, and reflection. These activities have been shown to contribute to deeper conceptual learning. Second, participating in argumentation helps students learn about argumentative structures.  Third, because productive argumentation is a form of collaboration, it can help develop social awareness and collaborative ability more generally. Fourth, groups of people – at work, at home, or in social contexts – often share a common tradition of argumentation, and effective participation in these groups requires knowing how to argue competently within them. Argumentation theory   studies the production, analysis, and evaluation of argumentation. The goal is to develop criteria for judging the soundness of an argument. Currently, many learners feel argumentation is awaste of time; they simplywant their teachers to give them the answers. Piaget argued that learners should be allowed to discover as much as possible on their own, and that each decision that the teacher makes for them deprives them of a potentially more powerful learning experience.

1) In which period of education we should start using this approach?

2) For science education despite lots of definite rules, how can we decide to start an argument about an issue?

Arguing to Learn

In this section “arguing to learn” about the information given. Some researchers believe that all teaching is in some sense an argumentative activity, because the task facing the teacher is to persuade learners to assume a novel point of view. When learning is conceived of as a process of active construction, of collaborative knowledge building, then it can be thought of as an outcome of argumentative processes.Student will argue issues and provide guidance teachers will support them.Students will interfere with each other in discussing the missing indicate.Thus, the method of discussion, students learn from each other.Adoption of information between scientists,the most important event in the discussion.In other words the center of the discussion of science. This idea, specially prepared to discuss the learning and implementing classroom activites in a meaningful way students learn science concepts at the same time be interpreted as. But today, the debate about science to know in order to understand social problems and counter-arguments must be in the appropriate evidence-based claims.In this respect, the debate and the development of a learning society, to reach the desired standard of living will be much easier and faster.Discussion events, science ,student develop the attitudes.Because the increase in students’ relationships with teachers and friends there is a relationship between the attitudes of science.Teachers should use this kind of activites in the classroom.

Questions:

1. Are there any negative aspects of the arguing to learn?

2.Teachers should pay attention to organizing debates in the classroom?

Argumentation is should be collaborative in science classroom therefore students have deeper learning. Argumentation provides elaboration, reasoning skills, developing social awareness, sharing idea, and rebut. Argumentation processes are more empirical and scientific because an idea comes up with, after facts and opinions research and then claims could be support, if the claims have certainty, it will be conclusion, if it is not, and it will be rebuttal. In this process, argumentation face opponents and proponents each other. So that, issue is discussed and common point is agreed. Opponents and proponent are solved the problem.  If argumentation isn’t competitive, it will be effective. Effective arguing to learn has 4 learning mechanisms. These are making knowledge explicit, conceptual change, co-elaboration of new knowledge, and increasing articulation. In addition, students should be assertiveness about their claims because they researched their problems before argue with friends. After argumentation, students make inferences from sharing knowledge. Therefore students reach easily conclusions and they develop detailed mental models and they store knowledge in their memory. If arguments weren’t effective, students had pseudo evidence. According to nature of knowledge and knowing, it has 2 kinds of epistemology: Absolutist and evaluative epistemology. Evaluative epistemology is little than absolutist epistemology. If we want improved argumentation, students could think on their own idea and claim. Learning science prove that collaborative classroom contribute to individual learning and improve abstract knowledge. Argumentations include dialogues. Every dialogue has starting point about specific goal, and participant goal’s. Dialogue has two types: Critical discussion and explanatory inquiry. Critical discussion includes different opinion. Students should have ability of understanding different opinion. It should be balance between the different opinions. Students should try to persuade others. Explanatory inquiry aims to reach correct knowledge. When trying to get the knowledge, process continue step by step. Participants close to conclusions or solutions. Collaborative argumentation performs at electronic environments. This technique is called computer supported collaborative learning. Through this technique, students improve their awareness of argumentation. In addition, students exchange information at online discussion. Students should have great substructure for best learning at argumentation and they support each other. Students don’t engage with software because it decreases education quality.  To prevent it, we have user- interface. It must be careful about choice tool. My questions:

What do you think about this technique can be effective in teaching the theme of every elementary science?

Some students are personalized the topic during the process- like my idea is correct and yours are always wrong, how can we prevent from this situation? 

In our curriculum will allow us to use this technique in science teaching? In terms of time and other variables?

Arguing to Learn

Article is mentioned the importance of learning to discussion.Cooperative discussion is an important part of learning science. Collaborative discussion is provided students learn to think critically and independently about important thinking. Students are arguing to learn.The theory of dialogue is important to discussion.In dialogue theory , an argument is seen as a move made in a dialogue in which two parties attempt to reason together. Six types of dialogue are described – persuasion, inquiry, negotiation, informationseeking, deliberation, and eristic.If we want to use argumentation for learning, students need to balance an assertiveness in advancing their claims with a sensitivity to the social effects of their argument on their opponents.Argumentation involves elaboration, reasoning, and reflection. These activities have been shown to contribute to deeper conceptual learning.

Question: 1-How is the discussion environment managed ?

               2-What should be the time for student discussion?

Arguing to Learn

Researcher begin the chapter by discussing argumentation theory. Then, he discusses the relation between argumentation and learning. Finally, he summarizes learning in learning environments where argumentation is mediated by computer Networks, such as chat rooms and internet new groups. We are writing comments about chapters every every week. Therefore, when I didn’t understand chapter, I read the comments about chapter. So I have an idea about chapter. I can understand .

Argumentation is being seen as increasingly important in science lessons to develop students’ argumentation skills, reinforce their learning of science, and develop scientific literacy.

The teaching of an argumentation-based strategy may at least improve their enjoyment and confidence towards science learning, which may in turn lead to long-term improved learning.

Can students use it if every teacher has a web site about her/his lessons?

Arguing to Learn

With the new approaches, students purpose on research, investigate, examine the daily life which associates with science lessons and having the ability to use science method to handle when confronted with problems in daily life as an individual.

   In order to achieve this objective, how students give shape to techniques in educational areas is worth to be considered. Experiments that are thought to make important parts of science and ways to get the knowledge are stable in forming a model, testing and how to make connection between measurements. An argument is greatly vital to the establishment of these connections and form of scince knowledge.

   With the foundation of argumantative approach, students investigate the knowledge that was once formed, they look for approaches of their friends, to defend their models in accord with scientist’s ideas, back up, reason and evidence are used.

   I want to share a question with you that I came across before. Teachers ask questions to students and by supporting, they want students to explain it. One student stands up and say” Teacher, the answer of question is like this” after then teacher wants the student to sit down without letting him finish his speaking. Because student’s speaking only bases on assumption and not the supportable ground.

   Question: What can be done to stimulate students to learning of argumentative basis?

A History of Conceptual Change Research

the date of the conceptual change research are discussed in this chapter. Conceptual information on how to correct these misconceptions and give the reasons.

Posner is the first name that will come to mind for conceptual change approach. Posner has identified four necessary condition for conceptual change in his study.These terms

1. There has been some discontent should

2. New concepts must be understood

3. A new concept in the beginning should look reasonable.

4. New concepts should provide a productive research program

Concept prevents permanent learning meaningful and misconceptions. Experiences in everyday life is often caused by misconceptions and resistant to change usually caused by daily life experiences and concepts must tamper resistant.

 question : How to change the perceptions of the teacher, experiencing the conceptual misconceptions how to follow a route?

A History of Conceptual Change Research

In this chapter the evaluation of “Conceptual Change Research” in education science is being investigated. In the article that clearly stated that many areas in the sciences, from elementary school through university level, have this characteristic, including, in physics, concepts of matter and density, Newtonian mechanics, electricity, and relativity; in biology, evolution and genetics. To learn such topics, students must go through a conceptual change. Conceptual change contrasts with less problematic learning such as skill acquisition and acquisition of facts, where difficulty may be evident, but for more apparent reasons such as sheer mass of learning, or the necessity of practice to produce quick, error free, highly refined performance.

Conceptual change is among the most central areas in the learning sciences for several reasons. First, many of the most important ideas in science seem to be affected by the challenges of problematic learning. Conceptual change also engages some of the deepest, most persistent theoretical issues concerning learning. What is knowledge in its various forms? When and why is it difficult to acquire? What is deep understanding; how can it be fostered? Conceptual change is important not only to education but also to developmental psychology, epistemology, and the history and philosophy of science.

1) Is there any benefits, come from misconceptions during education?

2)Is it possible to use the misconceptions like anchor?

A History of Conceptual Change Research

This design-based research project contributed to a much richer design, and a more informed theoretical perspective of the challenges and opportunities associated with Web supported communities. This design process allows the researcher to move beyond simply understanding the world as it is, and involves working to change it in useful ways with the broader goal of examining how these systematic changes influence learning and practice). It is this innovative aspect of design-based research that makes it such a useful methodology for advancing new theory and practice. Presented two designbased research projects in order to highlight the notion of theory-in-action as a core focus of this type of work. In the first example,  described how we used our design work to illuminate the limitation in our thinking with respect to a theory about evolving online community. Through our design-based work, we moved from a rather na¨ıve notion of “if we build it, they will come” to a focus on meeting local needs of bounded groups with community being an emergent result. Additionally, we developed other insights around issues of sociability, bounded groups, and trust. Using the second example, I illustrated how we used design-based research to evolve a theoretical framework called learning engagement theory.
In the beginning we had a relatively na¨ıve understanding of the theory and what it meant in terms of practice. Over time, as we used the design work to understand the interrelations of theory and context, we evolved our thinking – moving from a theory for design to a theory-in-context about experience.



Questions:
1)Which methods can determine the students' misconceptions?

Conceptual change is relation between concepts and individuals' minds. Research in three different fields: Developmental psychology, science education, and history and philosophy of science. Indeed, in their effort to understand how concepts change in content and organization, has led to the emergence of an interdisciplinary another field in its own right. This field is referred to as “conceptual change” research. Conceptual change was motivated by problems identified in the stage theory of cognitive development advocated by J. Piaget. In parallel, researchers in science education were learning that one of the main reasons students often found scientific concepts like force difficult to understand was the intuitive concepts about the natural world that students brought with them to the classroom. Misconceptions include entrenched false beliefs that need to be overcome. Kuhn argued that changes in the scientific understanding of the natural world should not be seen as a gradual, incremental progress toward ever better understanding. Conceptual change research is difficult to review. Problems (what changes; why is change difficult; how does it happen?) have led only slowly to solutions, and solutions have been tentative and partial.  In addition, the relation of multiple disciplines has produced a many of orientations and theories. There are, in fact, no widely accepted, well-articulated, and tested theories of conceptual change. Instead, the field consists of multiple views that combine many common-sense and theoretical ideas in kaleidoscopic fashion. Piece of knowledge and theory development have 3 categories in conceptual change. These categories are explained: Students age is effective on what students know and think, childhood stage and psychology exist conceptual change, intuitive ideas provide conceptual change. It shouldn’t be forgotten more effort exist more result. In addition to, concepts and beliefs are not constrained because that is impossible. And we change models easy but theories aren’t change easily. Mental entities are nested and they are in the systems. My questions:

We can’t understand conceptual change (or misconceptions) when we look at students’ face but we can understand examine or ask question to students. What are another ways of understanding conceptual change? 

And I didn’t understand if curriculum designs consider to conceptual change why students have failure?