The integration of pragma-dialectics and collaborative learning research
Dialogue, externalisation and collective thinking
This paper describes extensions of pragma-dialectical theory for analysing learning processes in students’ argumentation dialogues. It is argued that although pragma-dialectics is the most appropriate theory in this context, it needs to be ‘psychologised’ by the consideration of additional discursive, dialogical, epistemological, interpersonal and affective dimensions of dialogue. In conclusion, prospects for new rapprochement between argumentation theory and psychology are discussed.
Cited by 8 other publications
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ISMAIL, THAMARASSERI & K. A. SHEJEENA
. EFFECTIVENESS OF SCAFFOLDED VEE DIAGRAM, AN INSTRUCTIONAL
STRATEGY FOR SCIENCE STUDENTS AT SECONDARY LEVEL
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. Proceedings of the European Conference on Cognitive Ergonomics 2017
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[no author supplied]
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