Can we learn through disagreements? A sociocultural perspective on argumentative interactions in a pedagogical setting in higher education

Muller Mirza, Nathalie

doi:10.5937/inovacije1503145M

Scientific article

Open access

English

Can we learn through disagreements? A sociocultural perspective on argumentative interactions in a pedagogical setting in higher education

ContributorsMuller Mirza, Nathalie

Published inTeaching Innovations, vol. 28, no. 3, p. 145-166

Publication date2015

Abstract

It has been well established by educational research that social interactions play a role in learning and development. In this paper, we draw on recent advances in a sociocultural perspective in psychology that have showed the dialogical dimension of learning, and allowed to consider social interactions as a matrix for its development rather than a variable merely “influencing” psychological processes.

Keywords

Argumentation
Interactions sociales
Apprentissage
Psychologie socioculturelle

Affiliation Not a UNIGE publication

Citation (ISO format)

MULLER MIRZA, Nathalie. Can we learn through disagreements? A sociocultural perspective on argumentative interactions in a pedagogical setting in higher education. In: Teaching Innovations, 2015, vol. 28, n° 3, p. 145–166. doi: 10.5937/inovacije1503145M

Article (Published version)

Identifiers

PID : unige:126326
DOI : 10.5937/inovacije1503145M

Commercial URLhttp://scindeks.ceon.rs/Article.aspx?artid=0352-23341503145N

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Can we learn through disagreements? A sociocultural perspective on argumentative interactions in a pedagogical setting in higher education

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