The Potential of Argument in Knowledge Building

By Selma Leitão. Human Development, 2000

397 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/eaee8c2d4c5c8cf2d1122f623f2083ac373e1cdd

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In Artificial Intelligence

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Citations in the corpus

Beyond Construction: Five arguments for the role and value of critique in learning science (2015, background): “…‘counter-critique’, which is an attempt to identify the errors in the data, warrants, and claims of others—and ‘counter-alternatives’, where an attempt to refute an argument is made by offering an alternate explanatory hypothesis without an explicit argument as to why it is better (Leitão, 2000).”
What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education (2013, background): “…mechanism that becomes activated only through the practice of argument (Means & Voss, 1996; Reznitskaya et al., 2001), because of its connection to critical thinking (Kuhn, 2005), and finally, because people seem to learn better when they argue (Baker, 2003; Leitao, 2000; Nussbaum & Sinatra, 2003).”
Critical Questions and Argument Stratagems: A Framework for Enhancing and Analyzing Students' Reasoning Practices (2011, background): “Specifically, Leitao (2000 ), in several studies of natural discourse (eg, community-action meetings), found that individuals did not always respond to counterarguments only with refutations.”
Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments (2007, background): “26 Leitão calls a knowledge building cycle, students (1) construct an argument, which consists of a position and its justification, (2) construct a counterargument in response to the first argument, and (3) create a reply that captures the participants’ immediate and secondary reactions to the count”
Theoretical and Pedagogical Perspectives on Orchestrating Creativity and Collaborative Learning. (2011, neutral): “…2004; Miell & Littleton, 2008; Pea, 1993), elaboration and coelaboration (e.g. Baker, 2003; Hamilton, 1997), argumentation (Andriessen, 2006; Leitão, 2000; Marttunen, Laurinen, Litosseliti, & Lund, 2005), explaining (Sandoval, 2003), mutual explaining (e.g. Webb, 1989; Webb & Palincsar,…”
The Effects of Monological and Dialogical Argumentation on Concept Learning in Evolutionary Theory (2007, background): “discourse analysis, where coding systems were elaborated for the assessment of argumentative discourse (e.g., Kuhn, 1991; Leitao, 2000; Resnick, Salmon, Zeitz, Wathen & Holowchak, 1993); psychology, where models have been developed to stress the importance of argumentation in (critical) thinking pro”
Specifying computer-supported collaboration scripts (2007, background): “Furthermore, collaborative learners construct and exchange arguments, counter-arguments and replies in discourse, in which learners challenge and refine their knowledge (Leitão 2000).”
Students' questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science (2010, background): “This enabled them to formulate objections or counter-arguments by questioning the truth of a claim or criticizing the reasoning supplied (Leitão, 2000).”
A framework to analyze argumentative knowledge construction in computer-supported collaborative learning (2006, background): “Even though quick consensus building may be fundamental to manage interaction in CSCL, quick consensus building may be detrimental to individual knowledge acquisition, when learners disregard other forms of consensus building in favor of quick consensus building (Keefer, Zeitz, & Resnick, 2000; Leit”
Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011, methodology): “Others have made similar suggestions (see Angell, as cited in Means & Voss, 1996; Erduran et al., 2004; Leitão, 2000).”
Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010, background): “common ground, argumentation, coordination, or positive cognitive conflicts (Leitão 2000; Mercer 1996; Munneke et al. 2007; Salas et al. 2005; Savery and Duffy 1995).”