Show simple item record

dc.contributor.authorPifarré Turmo, Manoli
dc.contributor.authorArgelagós Castañ, Esther
dc.contributor.authorGuijosa Guzmán, Alejandro
dc.date.accessioned2016-02-23T09:45:15Z
dc.date.issued2010
dc.identifier.isbn9781617289125
dc.identifier.urihttp://hdl.handle.net/10459.1/56628
dc.description.abstractThe role of argumentation processes to explain students’ science learning has been widely reported in the educational literature (e. g. Andriessen, 2006). The learning sciences have shown that collaborative classroom interaction can often contribute to individual argumentative discourse. Technology –especially computer-supported collaborative learning (CSCL) – has the potential to support productive argumentation. But many educational research studies have reported that most people have difficulties arguing collaboratively. The explosion of Web 2.0 technologies and social software accompanied by new affordances that expand communication, collaboration, learn and knowledge creation has opened a new era in education. This chapter departures from these arguments and will explore how to use the affordances of Web 2.0 technology to support science collaborative argumentation in secondary education. Special attention will be paid to the pedagogical features needed for a learning environment to use Wikis and scaffold students’ science argumentation processes. We begin the chapter by discussing argumentation theory and its implications in science learning. Second, we revise the educational possibilities of the Web 2.0 technologies, studying in depth the affordances of Wiki environments to enhance collaborative argumentation. Third, we continue by discussing the skills students will need to negotiate, discuss and to learn in a Wiki supported collaborative writing environment. Fourth, we study how to design a Wiki environment capable to scaffold argumentative skills. And finally, we report the pedagogical features used to design and implement a challenging Wiki learning environment. Specific scaffolds are provided to develop the main skills involved in science argumentation: elaboration, reasoning and reflection.ca_ES
dc.language.isoengca_ES
dc.publisherNova Science Publishersca_ES
dc.relation.isformatofReproducció del document publicat a https://www.novapublishers.com/catalog/product_info.php?products_id=23856ca_ES
dc.relation.ispartofBeckett, D. (Ed.). Secondary education in the 21st century. New York: Nova Science Publishers, 2010ca_ES
dc.rights(c) Nova Science Publishers Inc, 2010ca_ES
dc.titleUsing the affordances of wiki to support collaborative argumentation in secondary science educationca_ES
dc.typebookPartca_ES
dc.type.versionpublishedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/restrictedAccessca_ES
dc.date.embargoEndDate2025-01-01


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record