Difference between revisions of "Nokes - Dialectical Interaction and Robust Learning"
(New page: Dialectical Interaction and Robust Learning ==Summary Table== ==Abstract== This work, which lies at the intersection of motivation, affect, social interaction and conceptual learning, st...) |
|||
Line 2: | Line 2: | ||
==Summary Table== | ==Summary Table== | ||
==Abstract== | ==Abstract== | ||
− | + | This work, which lies at the intersection of motivation, affect, social interaction and conceptual learning, studies the role of affect in a learning situation in which it is hypothesized to play a particularly prominent role. We focus on dialectical interaction, in which two or more people with roughly equal status but alternative viewpoints work together to solve a problem, perform a task, or reach agreement on an issue. The term “alternative viewpoints” is used broadly to include different stances on a controversial issue and different strategies for solving a problem. We assume that dialectical interaction affects participants’ cognitive activity in large part through its impact on their motivational states / goals and affective responses during discussion. | |
==Background & Significance== | ==Background & Significance== | ||
==Glossary== | ==Glossary== | ||
==Research questions== | ==Research questions== | ||
− | + | How do students learn when engaged in a debate? Do they integrate their own viewpoint with that of their opponent, or focus only on their own side? What factors play into this? Namely, does the format of the debate matter? What role does a student's affective experience play in this? | |
− | |||
==Independent Variables== | ==Independent Variables== | ||
==Dependent Variables== | ==Dependent Variables== |
Revision as of 21:30, 5 December 2009
Dialectical Interaction and Robust Learning
Contents
Summary Table
Abstract
This work, which lies at the intersection of motivation, affect, social interaction and conceptual learning, studies the role of affect in a learning situation in which it is hypothesized to play a particularly prominent role. We focus on dialectical interaction, in which two or more people with roughly equal status but alternative viewpoints work together to solve a problem, perform a task, or reach agreement on an issue. The term “alternative viewpoints” is used broadly to include different stances on a controversial issue and different strategies for solving a problem. We assume that dialectical interaction affects participants’ cognitive activity in large part through its impact on their motivational states / goals and affective responses during discussion.
Background & Significance
Glossary
Research questions
How do students learn when engaged in a debate? Do they integrate their own viewpoint with that of their opponent, or focus only on their own side? What factors play into this? Namely, does the format of the debate matter? What role does a student's affective experience play in this?