The Role of Task Design and Argumentation in Cognitive Development during Peer Interaction: The Case of Proportional Reasoning.
By Baruch B. Schwarz, L. Linchevski. 2007
91 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/96b22b60e860183b699d72f33958dafd63effb48
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
- Christa S. C. Asterhan
- Baruch B. Schwarz
- Rina Hershkowitz
- Naomi Prusak
- Joseph Wagner
- E. Michael Nussbaum
- M. Pfannkuch
- T. Dreyfus
In Education
- Christa S. C. Asterhan
- Baruch B. Schwarz
- Rina Hershkowitz
- Naomi Prusak
- Joseph Wagner
- Patricio G. Herbst
- M. Pfannkuch
- E. Michael Nussbaum
Citations in the corpus
- Reasoning Serves Argumentation in Children (2011, unknown): “… cannot be involved: “peer collaboration is an effective learning environment for tasks that require reasoning, but not for tasks that require rote learning or copying” (Phelps & Damon, 1989, p. 639, see also Barron, 2003, Schwarz & Linchevski, 2007).”
- From visual reasoning to logical necessity through argumentative design (2012, background): “Tools for raising and checking hypotheses encourage students to engage in argumentation as their presence in the task affords confrontations between expectations and conflicting evidence obtained through the checking itself (e.g., Hershkowitz & Schwarz, 1999; Howe, Tolmie, Duchak-Tanner & Rattay, 20”
- Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, methodology): “…Neuman, Gil, & Ilya, 2003; Schwarz, Schur, Tayer, & Pensso, 2011) or compared achievements in control classrooms to those of students who received instruction according to a novel instructional approach, which also included argumentation (e.g., Schwarz & Linchevski, 2007; Zohar & Nemet, 2002).”
- Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016, unknown): “…discussions (e.g., Berland & Reiser, 2011; Chin & Osborne, 2010; Hogan, Nastasi, & Pressley, 2000; Jimenez-Aleixandre, Rodriguez, & Duschl, 2000; Schwarz & Linchevski, 2007) or whole class discussions (e.g., Christodoulou &Osborne, 2014; McNeill & Pimentel, 2010; Scott et al., 2006), while…”