In this section of the book, the theory of argumentation is emphasized. Argumentation used in education, has been described as being aggressive and oppositional. Argumentation are used in many areas. Here, the relationship between argumentation and learning were discussed. Also, the different points are described argumentation.Imparted to the individual benefits of this approach are summarized. In the first chapter, 'science, knowledge accumulation is not' it said. I disagree with this idea. What do you think?
mrs melek; in this part you mention, it is a idea of Kuhn who is a science philospher. he claims that scientific development is not accumulative but revolutionary. that means in normal time science develop normally but after some developments things change and a new theory comes out and this happens suddenly and he calls this scientific revolution.
Argumentation theory provides the subject product, analysis evaluation of the argumentation. For the learning sciences, serious problem is that the higher level problem-solving nature of argumentative discourse. Argumentation is not a critique, it makes sense to conduct a dialogue. These approaches aim is not to convince the other person. It is intended for learning. Learning mechanisms are: 1 Making explicit knowledge, 2 Conceptual change, 3 Co-elaboration of new knowledge, 4 Increasing articulation. Argumentation develops as age increased. Argumentation in education, used in the learning collaborative. This approach ensures that students are aware of their state of mind. Students should be well aware of the allegations supporting and refuting direction. 'Learning to argue in small groups' mentioned 'argument schema' What exactly is? Counterparty to predict and will be asked questions According to him, do you prepare the presentation?
the author is talking about, I agree with the part about by the formation scheme. because students preparing for a debate, according to different perspectives should gather arguments in. All these will provide the student's mastery of the subject.
Each kind of learning, a discussion activity. Teachers to teach new information, students should be convinced. In learning how and why the question is the work of argumentation. Arguing to learn is a collaborative process of collective knowledge building. Students to defend their claims of cognitive building must be intact. Individual differences are important.
according to article , people with less knowledge can be a better at argumantation. therefore, students should be thaught how can they be effective in interpersonal debates. so what are your ideas about how to develop students argumantation skills?
from my own experiences of argumantation, students generally come to class withou almost anyt information on the topic of argumentation. in this case studetns can not develop argumans. as teacher we face a dilemma. because if we give information on the topic, discussion is not useful because studetns repeat your ideas on the other hand, if we dont give information debate ends without starting. from your experiences what do you suggest to me?
I think, to give general information about the subject before discussing is not to direct students. Also mentioned here is not much of discussion traditional debate. Argumentation mutually supporting and reinforcing the structure. Therefore, students can learn a lot of information in this way. Mrs. Seyide this answer, your answer may be in your third question.
The author begin the chapter by discussing the theory argumentation . This chapter, the authors discuss the relation between of the argumentation and learning . Then, the authors summarize learning in learning environments. I mentioned this learning environment , mediated by computer networks , such as Internet newsgroups and chat rooms . argumentation theory also talks about the stages of argumentation sound . grammatical approach , creating a climate of debate in the course say it is not appropriate . dialogue of the types mentioned. four learning mechanisms that are potentially associated with effective arguing to learn . These mechanisms that are based on general learning sciences findings seem to apply broadly to a wide range of content knowledge. There is debate skills from an early age and are discussed from time evolving .discussion , it is mentioned that individuals develop socially . epistemological theory are explained. Collaborative reasoning helps students develop argument schema, abstract knowledge structures that represent extended stretches of argumentative discourse. critical discussion of the features will be released. Examples are given in electronic form relevant to the discussion . these examples ; (1) scaffolding argumentation with dialogue games; (2) scaffolding argumenta-tion by assigning roles; (3) scaffolding negotiation in computer supported collabora-tive writing; (4) scaffolding arguments with argument maps; and (5) scaffolding scientificargumentation. Questions : 1. How to deviate from the framework in online discussions can be avoided? 2. "Good argumentation depends on knowing the facts of a field, but knowing the facts does not predict good argumentation" in case there is a conflict? 3. "Argumentatio and debate the concept of" Is there a difference between?
Argumentative learning are described in this section. Discussions in the media today is becoming increasingly widespread. Teachers and parents of the educational contributions of such a discussion would not think so. However, this type of learning scientists have talked about. and create collaborative learning of these varieties have. aggressiveness is not a scientific debate and dissent. Education can contribute to such a discussion. But working together in collaborative discussion and problem solving are. And they contribute to learning. Provides an in-depth learning of argumentation. The concept is a great contribution to education. Students learn to talk and will have social awareness.
The first theory was mentioned as the authors in this section. then mention from different perspectives. and finally, how to learn through discussion would have been mentioned. argumentation in science education in the field is quite old but has been used very little. This interaction is important in learning. students together to reach solutions. Conducted a case study in this article. experimental and control groups were created. study lasted 5 weeks. been studied in a small group. discussions have taken place. 15 min discussion made over the internet. arguments against the students, but ultimately rejected could not put out a joint study.
First in our mind as opposed to discussion of the argument and brings aggressive types. Collaborative argument in this article is proposed to be used in education. Collaborative discussion develops students' critical and independent thinking. In many fields (literature, sociology, philosophy) relevant to the argument in the field of education but very little work has been done. In this çeptır this study are summarized in the education field.
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.
how teachers should manage the argument? Is there a need for a special curriculum?
Bu yorum yazar tarafından silindi.
YanıtlaSilIn this section of the book, the theory of argumentation is emphasized. Argumentation used in education, has been described as being aggressive and oppositional. Argumentation are used in many areas. Here, the relationship between argumentation and learning were discussed. Also, the different points are described argumentation.Imparted to the individual benefits of this approach are summarized. In the first chapter, 'science, knowledge accumulation is not' it said. I disagree with this idea. What do you think?
YanıtlaSilmrs melek; in this part you mention, it is a idea of Kuhn who is a science philospher. he claims that scientific development is not accumulative but revolutionary. that means in normal time science develop normally but after some developments things change and a new theory comes out and this happens suddenly and he calls this scientific revolution.
SilMr. Oktay, an accumulation that is not it?.
SilArgumentation theory provides the subject product, analysis evaluation of the argumentation. For the learning sciences, serious problem is that the higher level problem-solving nature of argumentative discourse. Argumentation is not a critique, it makes sense to conduct a dialogue. These approaches aim is not to convince the other person. It is intended for learning. Learning mechanisms are:
YanıtlaSil1 Making explicit knowledge,
2 Conceptual change,
3 Co-elaboration of new knowledge,
4 Increasing articulation.
Argumentation develops as age increased. Argumentation in education, used in the learning collaborative. This approach ensures that students are aware of their state of mind. Students should be well aware of the allegations supporting and refuting direction. 'Learning to argue in small groups' mentioned 'argument schema' What exactly is? Counterparty to predict and will be asked questions
According to him, do you prepare the presentation?
the author is talking about, I agree with the part about by the formation scheme. because students preparing for a debate, according to different perspectives should gather arguments in. All these will provide the student's mastery of the subject.
SilEach kind of learning, a discussion activity. Teachers to teach new information, students should be convinced. In learning how and why the question is the work of argumentation. Arguing to learn is a collaborative process of collective knowledge building. Students to defend their claims of cognitive building must be intact. Individual differences are important.
YanıtlaSilaccording to article , people with less knowledge can be a better at argumantation. therefore, students should be thaught how can they be effective in interpersonal debates. so what are your ideas about how to develop students argumantation skills?
YanıtlaSilfrom my own experiences of argumantation, students generally come to class withou almost anyt information on the topic of argumentation. in this case studetns can not develop argumans. as teacher we face a dilemma. because if we give information on the topic, discussion is not useful because studetns repeat your ideas on the other hand, if we dont give information debate ends without starting. from your experiences what do you suggest to me?
YanıtlaSilI think, to give general information about the subject before discussing is not to direct students. Also mentioned here is not much of discussion traditional debate. Argumentation mutually supporting and reinforcing the structure. Therefore, students can learn a lot of information in this way. Mrs. Seyide this answer, your answer may be in your third question.
SilThe author begin the chapter by discussing the theory argumentation .
YanıtlaSilThis chapter, the authors discuss the relation between of the argumentation
and learning . Then, the authors summarize learning in learning environments.
I mentioned this learning environment , mediated by computer networks , such as Internet newsgroups and chat rooms . argumentation theory also talks about the stages of argumentation sound .
grammatical approach , creating a climate of debate in the course say it is not appropriate .
dialogue of the types mentioned. four learning mechanisms that are potentially associated
with effective arguing to learn . These mechanisms that are based on general learning sciences findings seem to apply broadly to a wide range of content knowledge.
There is debate skills from an early age and are discussed from time evolving .discussion , it is mentioned that individuals develop socially .
epistemological theory are explained.
Collaborative reasoning helps students develop argument schema, abstract knowledge structures that represent extended stretches of argumentative discourse.
critical discussion of the features will be released. Examples are given in electronic form relevant to the discussion . these examples ;
(1) scaffolding argumentation with dialogue games; (2) scaffolding argumenta-tion by assigning roles; (3) scaffolding negotiation in computer supported collabora-tive writing; (4) scaffolding arguments with argument maps; and (5) scaffolding scientificargumentation.
Questions :
1. How to deviate from the framework in online discussions can be avoided?
2. "Good argumentation depends on knowing the facts of a field, but knowing the
facts does not predict good argumentation" in case there is a conflict?
3. "Argumentatio and debate the concept of" Is there a difference between?
Argumentative learning are described in this section. Discussions in the media today is becoming increasingly widespread. Teachers and parents of the educational contributions of such a discussion would not think so. However, this type of learning scientists have talked about. and create collaborative learning of these varieties have. aggressiveness is not a scientific debate and dissent. Education can contribute to such a discussion. But working together in collaborative discussion and problem solving are. And they contribute to learning.
YanıtlaSilProvides an in-depth learning of argumentation. The concept is a great contribution to education. Students learn to talk and will have social awareness.
The first theory was mentioned as the authors in this section. then mention from different perspectives. and finally, how to learn through discussion would have been mentioned. argumentation in science education in the field is quite old but has been used very little. This interaction is important in learning. students together to reach solutions.
YanıtlaSilConducted a case study in this article. experimental and control groups were created. study lasted 5 weeks. been studied in a small group. discussions have taken place. 15 min discussion made over the internet. arguments against the students, but ultimately rejected could not put out a joint study.
First in our mind as opposed to discussion of the argument and brings aggressive types. Collaborative argument in this article is proposed to be used in education. Collaborative discussion develops students' critical and independent thinking.
YanıtlaSilIn many fields (literature, sociology, philosophy) relevant to the argument in the field of education but very little work has been done. In this çeptır this study are summarized in the education field.
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.
how teachers should manage the argument?
Is there a need for a special curriculum?