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Cooperative reasoning

Christina Slade
CS

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Christina Slade

Résumé du colloque

Our images of reasoning are of activities performed by isolated individuals. However, reasoning is paradigmatically exercised in discourse, whether spoken or written. If this is so, then the teaching of reasoning should be essentially, not incidentally, through discourse. We need to teach students to reason with others, not to exercise decontextualised skills in isolation. This paper both proposes an account of cooperative reasoning and reports on a study of the teaching reasoning in groups at levels ranging from the elementary school to graduate school. The study examines a range of classroom discussions beginning with primary school classes and moving to university classes in information science, communication, architecture and nursing. A preliminary attempt at an analysis of the discourse patterns is given.

Contexte

Section :
Coopération dans la classe
news icon Thème du colloque :
Coopération dans la classe
host icon Hôte : Université du Québec à Montréal

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Titre du colloque :

Coopération dans la classe
Cooperative learning in action: experiences of the Philosophy for Children program
Lim Tock Keng
La pédagogie de la coopération dans une perspective mondiale
Lucie Benoît
Conceptions psychosociales de la coopération
Catherine Garnier
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Thème du colloque :

Coopération dans la classe
Pensée critique et pensée créative
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Cooperative reasoning
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