Digitally Scaffolding Debate in the Classroom

Détails

ID Serval
serval:BIB_10FFAB9A383D
Type
Actes de conférence (partie): contribution originale à la littérature scientifique, publiée à l'occasion de conférences scientifiques, dans un ouvrage de compte-rendu (proceedings), ou dans l'édition spéciale d'un journal reconnu (conference proceedings).
Collection
Publications
Titre
Digitally Scaffolding Debate in the Classroom
Titre de la conférence
CHI’18 Extended Abstracts, April 21-26, 2018, Montreal, QC, Canada
Auteur(s)
Holzer A., Tintarev N., Bendahan S., Kocher B., Greenup S., Gillet D.
ISBN
978-1-4503-5621-3
Statut éditorial
In Press
Peer-reviewed
Oui
Résumé
Students increasingly have access to information that can be posted by anyone without being vetted, and it becomes vital to support students in evaluating claims through debate and critical thinking. To address this issue, this paper designs and evaluates a light-weight but effective protocol for supporting debate in a classroom activity with university students. It evaluated participants’ beliefs on controversial topics (e.g., homeopathy) before and after briefly learning about critical thinking tools, posting arguments, and critically evaluating the arguments of peers. The findings suggest that this intervention led to a statistically significant belief change, and that this change was in the direction of the position best supported by evidence. Consequently, this work in progress presents a constructive approach to scaffold debates in the classroom and beyond.
Mots-clé
Critical thinking, HCI, Interaction systems, Scaffolded online debate
Création de la notice
01/03/2018 10:43
Dernière modification de la notice
21/08/2019 5:12
Données d'usage