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Evolution of the proposed scores for the nutritional acceptability of omnivorous and vegetarian diets throughout the debate.

Evolution of the proposed scores for the nutritional acceptability of omnivorous and vegetarian diets throughout the debate.

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Argumentation is a social practice that can lead to epistemic outcomes, that is, to the construction of knowledge. Recent research in collaborative learning has pointed out the significance of affective and motivational aspects, as well as the influence of socio-relational concerns, which have been found to frequently take priority over epistemic o...

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Student-centered approaches are critical to improving outcomes in STEM courses. Collaborative learning, in particular, allows students to co-construct understanding of concepts and refine their skills in analyzing and applying information. For collaborative learning to be effective, groups must engage in productive dialogue. The work reported here...

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... However, sharing and discussing online information with others (for example, in "retweeting") is also an everyday, and ecologically valid, activity. d) Related to belief change: To investigate how processes of factchecking affect belief, we draw on a commonly used method in collaborative learning research (e.g., Simonneaux, 2001;Brocos et al., 2022), whereby participants are asked to state their opinions before and after discussion, with differences then being analyzed in relation to intervening dialog processes. ...
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In this study, we investigate what leads people to fact-check online information, how they fact-check such information in practice, how fact-checking affects their judgments about the information’s credibility, and how each of the above processes is affected by the salience of the information to readers’ cultural identities. Eight pairs of adult participants were recruited from diverse cultural backgrounds to participate online in joint fact-checking of suspect Tweets. To examine their collaborative deliberations we developed a novel experimental design and analytical model. Our analyses indicate that the salience of online information to people’s cultural identities influences their decision to fact-check it, that fact-checking deliberations are often non-linear and iterative, that collaborative fact-checking leads people to revise their initial judgments about the credibility of online information, and that when online information is highly salient to people’s cultural identities, they apply different standards of credibility when fact-checking it. In conclusion, we propose that cultural identity is an important factor in the fact-checking of online information, and that joint fact-checking of online information by people from diverse cultural backgrounds may have significant potential as an educational tool to reduce people’s susceptibility to misinformation.
... In the recent decades, research has focused on the impact of Anužienė et al., 2023. Social Interaction Experiences of Beginning University Teachers in Building Occupation-Relevant Competencies 276 SCC in learning contexts including SCC task design in collaborative learning with respect to students' motivation and affect (Asterhan et al., 2010); children's cognitive development in pre-school setting with robot integration in learning (Benvenuti & Mazzoni, 2020); learning of culturally homogeneous groups by socio-cognitive conflict in the online learning setting (Weinberger et al., 2013); socio-cognitive conflict as a pedagogical technique in teaching science (Foster, 2012); didactic management of SCC in a higher education setting (Zaharia, 2013); relationship between moral problems and socio-cognitive conflict in terms of emotions and complexity of thought (Myyry & Helkama, 2007); sociocognitive conflict in the context of students' dietary choices focusing on the way epistemic goals and socio-cognitive climate in argumentation affect achievement of epistemic outcomes (Brocos et al., 2022); socio-cognitive conflict in the perspective of metacognitive self-regulation (Schnaubert et al., 2021). Interdisciplinary analysis of SCC has revealed the concept and highlighted its positive impact on social interaction and the adult learning process in particular (Sacco & Buccarielli, 2008). ...
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The article presents findings of a qualitative study focused on analysis of social interaction experiences of beginning teachers in higher education, whereby social interaction is construed as a dialogue, conversation, socio-cognitive conflict, and intersubjective solutions thereof, which influence the process of formation of new competencies.The aim of research is to show the prevailing experiences of beginning university teachers in building competencies within the context of social interaction - socio-cognitive conflict - situations. The research is based on the interactional ethnography approach. The research participants were newly hired teachers of different universities in Lithuania. The research shows that the degree of asymmetry in social relations is subject to differences in the status, experience, competencies, or age of the agents. In the context of intensity of socio-cognitive interaction, where it involves a small number or single-direction exchanges of views and opinions, socio-cognitive conflict will not necessarily be progressive in building new competencies. As regards the features of social and affective interaction, the situation of convenience - confrontation is the most favorable for the acquisition and formation of cognitive structures - competencies. Social and cognitive abilities of participants in a socio-cognitive conflict, as prerequisites for cognition, are essential for the acquisition of new structures - competencies.
... While activity-related and social purposes tend to dominate in family and sibling interaction (also see Maynard, 1985;Church, 2009;Arendt, 2019), epistemic functions are intended to be in the foreground in educational contexts (e.g. Duschl, 2008;Leitão, 2003;Quasthoff et al., 2022), which does not mean that both functions do not always play a role (Asterhan & Babichenko, 2015;Brocos et al., 2022;Heller, 2018). These observations suggest that there are different 'cultures' of argumentation that are appropriated and mediated in context-specific ways. ...
... Likewise, the role of linguistic and bodily resources (Heller, 2018(Heller, , 2021Morek, 2020) in children's and adolescents' argumentation should receive more attention. With regard to enhancing academic argumentation skills, the interplay between explicit instruction and implicit interactive support (Jiménez-Aleixandre, 2008; Rapanta & Felton, 2021), peer and wholeclass argumentation, social and epistemic functions (Brocos et al., 2022) as well as oral and written argumentation represent important desiderata for future research. ...
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Based on a conceptualization of argumentation as a situated discursive practice this discussion examines differences between argumentation in family and classroom interactions. Synthesizing the research in this special issue it is shown that argumentation serves both as a vehicle and site of socialization and as a medium and object of instruction. Context-specific cultures of argumen-tation can be seen, among other things, in the fact that activity-related and social purposes dominate in family and sibling interaction, whereas epistemic functions are intended to be in the foreground in the classroom. It is argued that teachers need to be aware of context-specific practices and functions of argumentation. On the basis of a brief discussion of different approaches to promoting argumentation in the classroom, two authentic examples will be used to illustrate both the demands that arise for children from context-specific cultures of argumentation and ways of supporting students in handling these demands. In addition to the careful design of argumentative tasks, teachers also face the challenge to establish 'planned' dissent in interaction or develop 'accidental' dissents ad hoc into productive learning opportunities. They also need to be able to spontaneously explicate context-specific expectations for argumentation.