The activation of high order cognitive skills such as: argumentation, negotiation and restructuring of knowledge by distributed cognitive tools.

Year: 2001

Author: Giardina, Max, Oubenaissa, Laila

Type of paper: Abstract refereed

Abstract:
The emergence of problems concerning information technologies and learning, are related to the impact of new constraints and access modalities and information communication and organisation on the learning process. It is even more related to the new cognitive skills required by the learning environments integrating these technologies in order to understand and exploit all their potential. This concern led us to conceptualise a Pedagogical Mediation Structure (PMS) construct. Several pedagogical principles and strategies allowed us to elaborate a new theoretical and operational model. The first prototype gathering nine cognitive tools was developed and validated. In the framework of this research, we were interested in the skills related to the process of negotiation, argumentation and knowledge restructuring. We sought to make the theory of cognitive flexibility operational using cognitive tools that manage and organize the interaction process among student pairs and the accessible information in a mediated distributed learning space. During students’ interaction with PMS’s cognitive tools, we observed the behaviours, the process and the strategies used and manifested by students whilst negotiating, arguing and restructuring. We also explored the construction of student comprehension, trying to describe it in terms of flexibility, knowing the socio-cognitive and meta-cognitive context in which it was elaborated.

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