Leveraging epistemological diversity through computer-based argumentation in the domain of probability

Authors:
Dor Abrahamson;Matthew W. Berland;R. Benjamin Shapiro;Joshua W. Unterman;Uri J. Wilensky
Affiliations:
Center for Connected Learning and Computer-Based Modeling, Evanston, IL;Center for Connected Learning and Computer-Based Modeling, Evanston, IL;Center for Connected Learning and Computer-Based Modeling, Evanston, IL;Center for Connected Learning and Computer-Based Modeling, Evanston, IL;Center for Connected Learning and Computer-Based Modeling, Evanston, IL
Venue:
ICLS '04 Proceedings of the 6th international conference on Learning sciences
Year:
2004

Citing 3
Cited 0

Changing minds: computers, learning, and literacy

Changing minds: computers, learning, and literacy
Modeling and Simulation in Precollege Science and Mathematics Education

Modeling and Simulation in Precollege Science and Mathematics Education
Integrating and guiding collaboration: lessons learned in computer-supported collaborative learning research at Georgia Tech

CSCL '97 Proceedings of the 2nd international conference on Computer support for collaborative learning

Quantified Score

Hi-index	0.00

Visualization

Abstract

The paper is a case study of technology-facilitated argumentation. Several graduate students, the first four authors, present and negotiate complementary interpretations of a diagram generated in a computer-simulated stochastic experiment. Individuals use informal visual metaphors, programming, and formal mathematical analysis to ground the diagram, i.e., to achieve a sense of proof, connection, and understanding. The NetLogo modeling-and-simulation environment (Wilensky, 1999) serves to structure the authors' grounding, appropriating, and presenting of a complex mathematical construct. We demonstrate individuals' implicitly diverse explanatory mechanisms for a shared experience. We show that this epistemological diversity, sometimes thought to undermine learning experiences, can, given appropriate learning environments and technological fluency, foster deeper understanding of mathematics and science.