Nom du blog :
romainb
Description du blog :
Progression de mon travail de thèse en psychologie
Catégorie :
Blog Sciences
Date de création :
05.02.2007
Dernière mise à jour :
12.07.2007
>> Toutes les catégories <<
· Argumentation (6)
· Autres, divers... (4)
· Concepts de l'interaction (5)
· Conférences colloques (3)
· Education (4)
· Environnements collaboratifs informatiques (2)
· Individus - groupes (4)
· Lectures (4)
· Philosophie, Logique, Linguistique (3)
· Psychologie cognitive (4)
· Psychologie sociocognitive (9)
· Rencontres (3)
· Synthèses (1)
· Théorie de l'activité (3)
· Wason Selection Task (12)
Accueil
Livre d'or romainb
Créer un blog
Contactez-moi !
Faites passer mon Blog !
Mes blogs et sites préférés
· SCHEMAS PRAGMATIQUES DE RAISONNEMENT
· THEORIE DE GRICE
· APPRENTISSAGE ANALOGIE & COMPARAISON
· LES MODELES D'ANALYSE DE L'INTERACTION
· LA DIALECTIQUE SELON PIAGET (1)
· ANALYSE DE CORRESPONDANCES / COMPOSANTES
· QUELQUES CONCEPTS POUR COMMENCER
· LA CULTURE SELON VYGOTSKY
· SELF-EXPLANATION EFFECT
· EFFETS NEGATIFS DE L'INTERACTION ENTRE PAIRS
Derniers commentaires
X X X X X X
23.07.2008
un blog
21.02.2008
Bouquin ou article ?
28.12.2007
les methodes utilisés
10.12.2007
les methodes utilisés
10.12.2007
les methodes utilisés
10.12.2007
les methodes utilisés
10.12.2007
pffffffffff
05.03.2007
· recyclage
· passion32
· systemesolaire
· issakasalia
· meteoplus
· madelaine
· nepthtys
· programmer
· typologue
· astrometeo76
SCHWARTZ, BARUCH B.
SCHWARTZ, BARUCH B.
Posté le 13.06.2007 par romainbIn theory, the engagement in solitary argumentative reasoning may be expected to yield similar results. However, argumentation is basically a social process that presupposes the presence of an audience (Leitao, 2000). The act of solitary argumentation on scientific concepts is likely to be cognitively too demanding. The presence of a dialog partner, on the other hand, may promote reflection and awareness to one's own beliefs (Amigues, 1988), cause learners to engage in explanatory activities (Okada & Simon, 1997) and reduce cognitive load through the personification of different alternatives.
[...]
A third lesson concerns instructional models for promoting conceptual learning. The dialogical and monological models worked well in this endeavor, and we should admit that they provide two alternative approaches. As researchers engaged in education, the question is then ethical: Do we have to choose between fostering dialogical and monological settings? Should we promote dialogical settings at the detriment of monological ones? This is not the place to discuss such issues, but we should say that, based on the present findings, and our pedagogical experience, we opt for both kinds of practices.
Of course, dyadic interaction often uncovers extraordinary processes that intertwine social and cognitive processes in the emergence of explanatory schemata. The collaboration between peers with different views in a distributed, non adversarial and dialectical way shown in the present protocol is only one among many examples in which dialog went far beyond a simple accommodation of ideas. This was a co-creation. But the Buberian stance we adopt in our group at the Hebrew University (e.g. Schwarz & Glassner, 2003) should not deny the importance and effectiveness of monological practices.
Bibliography :
Asterhan C. S. C. & Schwarz, B. B. The effects of monological and dialogical argumentation on concept learning in evolutionary theory. Submitted to the Journal of Educational Psychology.
Chi, M. T. H., deLeeuw, N., Chiu, M., & Lavancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
http://escalate.org.il/construction_knowledge/papers/schwarz.pdf
http://education.huji.ac.il/eng/staff_academic_one.asp?id=229
--
:: Poster un commentaire
Signaler un abus