Collaborative argumentation during a making and tinkering afterschool program with squishy circuits

Research output: Chapter in Book/Report/Conference proceedingConference contribution

4 Scopus citations

Abstract

This study investigates how young children engage in collaborative argumentation during Making and Tinkering (M&T) afterschool program using Squishy Circuits. Two perspectives guide the work: Constructionism to explore M&T practices and everyday argumentation to explore the ways peers support each other in collaborative argumentation. The video-based study was conducted during an hour-long afterschool learning sessions over three weeks. Episodes of learners’ collaborative argumentation practices were analyzed by examining talk, body formation, gestures, and tool handling. The findings expand current research on argumentation by describing and characterizing the collaborative argumentation practices that occurred during M&T. Findings also contribute an understanding of collaborative argumentation as a theoretical framework to expand constructionism.

Original languageEnglish (US)
Title of host publicationMaking a Difference
Subtitle of host publicationPrioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings
EditorsBrian K. Smith, Marcela Borge, Emma Mercier, Kyu Yon Lim
PublisherInternational Society of the Learning Sciences (ISLS)
Pages676-679
Number of pages4
ISBN (Electronic)9780990355021
StatePublished - Jan 1 2017
Event12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL, CSCL 2017 - Philadelphia, United States
Duration: Jun 18 2017Jun 22 2017

Publication series

NameComputer-Supported Collaborative Learning Conference, CSCL
Volume2
ISSN (Print)1573-4552

Conference

Conference12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL, CSCL 2017
CountryUnited States
CityPhiladelphia
Period6/18/176/22/17

All Science Journal Classification (ASJC) codes

  • Human-Computer Interaction
  • Education

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