Using argument representations to make thinking visible for individuals and groups
Using argument representations to make thinking visible for individuals and groups
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使用论证表达使个人和团体的思维可见
DOI：
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发表时间：
1997
期刊：
影响因子：
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通讯作者：
P. Bell
中科院分区：
文献类型：
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作者：
P. Bell
本文介绍了如何使用名为 SenseMaker 的论证表达工具在辩论活动中促进中学生科学学习。该论证工具是用于科学教育的知识集成环境（KIE）基于互联网的学习套件的组成部分之一。论证表达使学生的思维在课堂上的个人和协作活动中可见。本文详细阐述了认知机制和学习目标如何塑造 SenseMaker 软件的设计，并介绍了该工具的几次形成性课堂试验的结果。学生的论点根据他们对科学本质的认识论信念而有所不同。学生们表示，他们在课堂项目中使用 SenseMaker 工具来支持个人和协作学习。
This paper describes how an argument representation tool called SenseMaker has been used to promote science learning with middle school science students during a debate activity. The argumentation tool is one component of the Knowledge Integration Environment (KIE) Internet-based learning suite for science education. The argument representations make student thinking visible during individual and collaborative activities in the classroom. The paper elaborates on how the cognitive mechanisms and learning goals shaped the design of the SenseMaker software and presents results from several formative classroom trials of the tool. Student arguments vary based on their epistemological beliefs about the nature of science. Students report using the SenseMaker tool to support both individual and collaborative learning during their classroom projects.