ABSTRACT

Empirical evidence demonstrates the effect of productive failure (Kapur, 2008) on disciplinary knowledge. However, there is no clear theoretical explanation for why this is the case. Empirical evidence on argumentation and education shows the impact of curricular embedded deliberative argumentation on learning. However, these two trends of research have been mainly isolated, with insufficient synergy. Through the analysis of a group of sixth-graders collaborating around problems of natural selection, the aim of this paper is the theoretical exploration of the process of learning in productive failure designs through a focus on argumentative peer dialogue. The paper proposes an articulation of these two fields of research (productive failure and argumentation), which sheds light on both the learning dynamics in productive failure settings and the relevant insights for argumentative designs. The new possibilities for empirical research on learning through peer interaction opened up by these interconnected fields of research are proposed and discussed.

摘要

经验证据表明生产性失败的影响(Kapur, 2008) 关于学科知识。但是，对于为什么会这样，还没有明确的理论解释。论证和教育的实证证据显示了课程内嵌的慎思议论对学习的影响。然而，这两种研究趋势主要是孤立的，协同作用不足。通过对一组围绕自然选择问题进行合作的六年级学生的分析，本文的目的是通过关注有争议的同伴对话，对生产性失败设计中的学习过程进行理论探索。本文提出了对这两个研究领域（生产性失败和论证）的阐述，阐明了生产性失败设置中的学习动态和论证设计的相关见解。