Name
Abstract | ||
|---|---|---|
Critical reasoning has been recognized as a valuable educational goal since the end of the nineteenth century. However, the
educational programs to reach this goal have changed dramatically during the twentieth century and moved to a dialogic approach.
The shift to dialogism in programs to promote critical reasoning brings challenges concerning evaluation. We depict such a
program here. This program is based on the use of graphic tools for argumentation in e-discussions. We focus on one history
teacher who implemented the program in his class during a period of 7 months. In a design-based research cycle, we investigate
the process of finding proper criteria to evaluate the program and to improve it. We show that the criteria of coherence,
decisiveness and openness are appropriate for evaluating the program as they stem from pedagogical principles (autonomy, collaboration,
commitment to reasoning, ethical communication, procedural mediation, etc.) that are central to a dialogic approach for critical
reasoning education. We show that the history course was successful according to those criteria, but not successful according
to other more traditional criteria. We discuss whether these differential performances suggest new standards for critical
reasoning, actions to improve the program, or both. |
Year | DOI | Venue |
|---|---|---|
2007 | 10.1007/s11412-007-9020-6 | I. J. Computer-Supported Collaborative Learning |
Keywords | Field | DocType |
argumentation .dialogism .critical reasoning,program evaluation,critical thinking,computer mediated communication,cooperative learning,teaching methods,electronic learning,computer graphics,cognitive processes,educational technology | Educational technology,Dialogic,Communication,Argumentation theory,Knowledge management,Psychology,Critical thinking,Computer-mediated communication,Teaching method,Cooperative learning,Program evaluation | Journal |
Volume | Issue | ISSN |
2 | 2-3 | 1556-1615 |
Citations | PageRank | References |
24 | 1.73 | 5 |
Authors | ||
2 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Baruch B. Schwarz | 1 | 190 | 20.36 |
| Reuma De Groot | 2 | 91 | 8.28 |