Construction of Collective and Individual Knowledge in Argumentative Activity

By Baruch B. Schwarz, Yair Neuman, J. Gil, Merav Ilya. 2003

266 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/73fffd2880f409c79f691697d4a4fa363128ad14

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Femke C. Kirschner
2. John Sweller
3. Paul A. Kirschner
4. Jimmy Zambrano Ramírez
5. Fred Paas
6. Christa S. C. Asterhan
7. Baruch B. Schwarz
8. Anita M. Martin

In Education

1. Paul A. Kirschner
2. Femke C. Kirschner
3. John Sweller
4. Christa S. C. Asterhan
5. Baruch B. Schwarz
6. Anita M. Martin
7. Brian Hand
8. Jimmy Zambrano Ramírez

Citations in the corpus

• Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “…focused on the provision of argument representation tools, such as diagrams, tables, or vee-diagrams, that require students to write their claims, counterarguments, warrants, and justifications (Nussbaum, 2008; Schwarz et al., 2003; Suthers, 2003; van Amelsvoort, Andriessen, & Kanselaar, 2007).”
• From Cognitive Load Theory to Collaborative Cognitive Load Theory (2018, background): “CSCL environments can also be arranged to stimulate students to explicate their claims and arguments by offering representational guidance (Schwarz et al. 2003; Janssen et al. 2009).”
• Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study (2009, background): “Conditions that promote dialogical interaction require a shift in the role of the teacher (Kelly and Chen 1999; Schwarz et al. 2003 ).”