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Analyzing Exploratory Talk as a Socio-Cognitive Practice: Identity, Group Argumentation, and Class Debate Quality
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In: https://hal.archives-ouvertes.fr/hal-01208319 ; 2015 (2015)
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| 22 |
Cohering Without Converging: Students’ Use of Doxa, Norms and Values while Debating about SSI (Mexico, USA, France)
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In: Actes de la Conférence de l’Association Européenne d’Education Scientifique (ESERA), Nicosie, Chypre, 2-7 septembre 2012 ; https://halshs.archives-ouvertes.fr/halshs-01494484 ; Actes de la Conférence de l’Association Européenne d’Education Scientifique (ESERA), Nicosie, Chypre, 2-7 septembre 2012, pp.1387-1399, 2015 (2015)
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Jouer le jeu et enfreindre les règles ? Stratégies d'orientation discursive et argumentation dans une démonstration d'atelier philosophique
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In: Regards croisés sur une discussion à visée philosophique : « pourquoi on dit : c'est pas juste ? ; https://halshs.archives-ouvertes.fr/halshs-01382534 ; Regards croisés sur une discussion à visée philosophique : « pourquoi on dit : c'est pas juste ?, Laboratoire LiDiLEM, Oct 2015, Grenoble, France (2015)
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Group Emotions in Argumentation: Specifying Relations Between Social and Cognitive Functions
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In: 16th European Conference for Research on Learning and Instruction (EARLI) in the paper session Research Methodology. Towards a Reflective Society: Synergies Between Learning, Teaching and Research ; https://halshs.archives-ouvertes.fr/halshs-01352909 ; 16th European Conference for Research on Learning and Instruction (EARLI) in the paper session Research Methodology. Towards a Reflective Society: Synergies Between Learning, Teaching and Research, Aug 2015, Limassol, Cyprus (2015)
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| 25 |
Group Emotions at Reasoning Together: a Model
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In: international conference of the European Science Education Research Association (ESERA) ; https://halshs.archives-ouvertes.fr/halshs-01352006 ; international conference of the European Science Education Research Association (ESERA), Aug 2015, Helsinki, Finland (2015)
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| 26 |
Group Emotions in Argumentation: Specifying Relations Between Social and Cognitive Functions
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In: 16ème Conférence de l'European Association for Research on Learning and Instruction (EARLI) ; https://halshs.archives-ouvertes.fr/halshs-01382546 ; 16ème Conférence de l'European Association for Research on Learning and Instruction (EARLI), Aug 2015, Limassol, Cyprus (2015)
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| 27 |
Words to Reason and Argue about Drinking Water Management: Comparing Debates from Mexican, US and French Schools
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In: 1st European Conference on Argumentation ; https://halshs.archives-ouvertes.fr/halshs-01381015 ; 1st European Conference on Argumentation, 2015, Lisbon, Portugal. pp.821-838 (2015)
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| 28 |
The Role of Emotions in Argumentation in Small Groups: Case Studies of Students’ Debates About Drinking Water Management
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In: Atelier sur les dimensions sociales, affectives et de motivation de l’apprentissage à travers l’interaction sociale ; International Conference of the Learning Sciences (ICLS) ; https://halshs.archives-ouvertes.fr/halshs-01352079 ; International Conference of the Learning Sciences (ICLS), Jun 2014, Boulder, Colorado, United States (2014)
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| 29 |
Socio-Scientific Issues and Hybridization of Research and Education Practices
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In: Boundary Objects to Brokers, Atelier sur les liens recherche-pratique, International Conference of the Learning Sciences (ICLS) ; https://halshs.archives-ouvertes.fr/halshs-01352068 ; Boundary Objects to Brokers, Atelier sur les liens recherche-pratique, International Conference of the Learning Sciences (ICLS), Jun 2014, Boulder, Colorado, United States (2014)
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| 30 |
Students' Argumentation and Engagement in Exploratory Talk: A Comparative Case Studies
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In: Conférence Internationale sur la Linguistique Appliquée aux Pratiques Professionnelles (ALAPP) ; https://halshs.archives-ouvertes.fr/halshs-01352067 ; Conférence Internationale sur la Linguistique Appliquée aux Pratiques Professionnelles (ALAPP), Sep 2014, Genève, Switzerland (2014)
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Student-Student Debates during Scientific Cafés on Drinking Water: Group Dynamics, "Spontaneous" Argumentative Skills, and the Argumentative Use of Emotions
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In: 10th International Conference on Computer-Supported Collaborative Learning ; https://halshs.archives-ouvertes.fr/halshs-00986829 ; 10th International Conference on Computer-Supported Collaborative Learning, Jun 2013, Madison, WI, United States. pp.474 (2013)
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Abstract:
The goal is to better understand students' "spontaneous" argumentative practices while debating on a socioscientific issue (SSI) and their contextual variation. We aim at a detailed description of the argumentative skills, collaboration features and content resources that the students use, without previous teaching on argumentation. Background of the project Since 2007, members of the ICAR lab have been working on the transfer of scientific-cafés into the classroom. Support from the Région Rhône-Alpes enabled us to design a new script, which was applied in 2011-1012 in 4 schools in France (Lyon), the US (Kenosha, Wisconsin) and Mexico (Contepec, Michoacán; Tehuacán, Puebla). Both argumentation (e.g. Andriessen, Baker & Suthers, 2003) and SSI (e.g. Kolsto, 2001) are claimed necessary to science and citizenship education, but little is known about the way the students debate on SSI. A better understanding of their practices and their variation can help design future pedagogical activities on SSI.
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Keyword:
[SHS.EDU]Humanities and Social Sciences/Education; [SHS.LANGUE]Humanities and Social Sciences/Linguistics; Argumentative Use of Emotions; Collaborative Learning; Computer; Group Dynamics; Spontaneous Argumentative Skills
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URL: https://halshs.archives-ouvertes.fr/halshs-00986829
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| 33 |
Quand construire une position émotionnelle, c'est choisir une conclusion argumentative : le cas d’un café-débat sur l’eau potable au Mexique
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In: ISSN: 0761-2990 ; EISSN: 1957-780X ; Semen - Revue de sémio-linguistique des textes et discours ; https://halshs.archives-ouvertes.fr/halshs-01332131 ; Semen - Revue de sémio-linguistique des textes et discours, Presses Universitaires de l'Université de Franche Comté (Pufc), 2013, 35, pp.7-29 (2013)
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| 34 |
Quand construire une position émotionnelle, c'est choisir une conclusion argumentative : le cas d'un café-débat sur l'eau potable au Mexique.
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In: ISSN: 0761-2990 ; EISSN: 1957-780X ; Semen - Revue de sémio-linguistique des textes et discours ; https://hal.archives-ouvertes.fr/hal-00834481 ; Semen - Revue de sémio-linguistique des textes et discours, Presses Universitaires de l'Université de Franche Comté (Pufc), 2013, 1 (35), pp.41-64 (2013)
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