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By Kantorovich Aharon

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Robert counterargued that if everyone took the bus, you would need more buses, and buses pollute, just like cars. This argument appeared to have been appropriated from Valerie, who made it during the first day of discussion. The argument reflected a misconception that “bigger” means more (in this case, more pollution), ignoring the amount of pollution produced per person. However, later in the discussion, another student reiterated the argument and Robert countered “buses are good, because more people fit on a bus,” so he appeared to have filled in the missing piece of his understanding.

The discourse was not, however, directly focused on the pros and cons of a carbon tax. , 2008) in which students make arguments about how best to achieve a goal (in this case, how to safely implement wind power). To refocus the discussion, MN at this point made two discourse moves. First, he took another straw poll, first on whether students thought the red lights on wind towers would bother drivers. No one voted yes. ” One major critical question that MN had been asking students in prior discussions to consider is whether one value is more important than another.

New York: Cambridge University Press. Nussbaum, E. M. (2002). How introverts versus extroverts approach classroom argumentative discussions. The Elementary School Journal, 102, 183–197. Nussbaum, E. M. (2008a). Collaborative discourse, argumentation, and learning: Preface and literature review. Contemporary Educational Psychology, 33, 345–359. Nussbaum, E. M. (2008b). Using argumentation vee diagrams (AVDs) for promoting argument/counterargument integration in reflective writing. Journal of Educational Psychology, 100, 549–565.

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An Ideal Model for the Growth of Knowledge in Research Programs by Kantorovich Aharon

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