Productive failure and learning through argumentation: Building a bridge between two research traditions to understand the process of peer learning

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dc.catalogadordfo
dc.contributor.authorLarraín, Antonia
dc.contributor.authorGrau Cárdenas, Valeska Valentina
dc.contributor.authorBarrera Olmedo, María Jose
dc.contributor.authorFreire De La Jara, Paulina Constanza
dc.contributor.authorLópez, Patricia
dc.contributor.authorVerdugo, Sebastián
dc.contributor.authorGómez, Marisol
dc.contributor.authorRamírez, Francisca
dc.contributor.authorSánchez Pinilla, Gabriel Ignacio
dc.date.accessioned2024-04-15T20:54:04Z
dc.date.available2024-04-15T20:54:04Z
dc.date.issued2022
dc.description.abstractEmpirical 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.
dc.description.funderFondo Nacional de Desarrollo Cientifico y Tecnologico
dc.fechaingreso.objetodigital2024-10-28
dc.fuente.origenWOS
dc.fuente.origenORCID
dc.identifier.doi10.1080/10508406.2022.2120398
dc.identifier.eissn1532-7809
dc.identifier.issn1050-8406
dc.identifier.urihttp://doi.org/10.1080/10508406.2022.2120398
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/85131
dc.identifier.wosidWOS:000857120300001
dc.information.autorucEscuela de Psicología; Grau Cardenas Valeska Valentina; 0000-0002-4487-838X; 10537
dc.information.autorucEscuela de Psicología; Barrera Olmedo Maria Jose; S/I; 1070656
dc.information.autorucEscuela de Psicología; Freire De La Jara Paulina Constanza; S/I; 125457
dc.information.autorucEscuela de Psicología; Sanchez Pinilla Gabriel Ignacio; S/I; 1034689
dc.issue.numero4-5
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final688
dc.pagina.inicio673
dc.revistaJournal of the learning sciences
dc.rightsacceso restringido
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleProductive failure and learning through argumentation: Building a bridge between two research traditions to understand the process of peer learning
dc.typeartículo
dc.volumen31
sipa.codpersvinculados10537
sipa.codpersvinculados1070656
sipa.codpersvinculados125457
sipa.codpersvinculados1034689
sipa.trazabilidadWOS;2022-10-11
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