Using Rationale to Assist Student Cognitive and Intellectual Development

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dc.contributor.author Burge, Janet E.
dc.contributor.author Brinkman, Bo
dc.date.accessioned 2010-09-21T08:57:52Z
dc.date.available 2010-09-21T08:57:52Z
dc.date.issued 2010
dc.identifier.citation Burge, J. E. & Brinkman, B. (2010). Using Rationale to Assist Student Cognitive and Intellectual Development. Human Technology, Volume 6 (1), pp. 106-128. URN:NBN:fi:jyu-20105241909. Retrieved from http://www.humantechnology.jyu.fi
dc.identifier.issn 1795-6889
dc.identifier.uri http://hdl.handle.net/123456789/25112
dc.description.abstract One of the questions posed at the National Science Foundation (NSF)-sponsored workshop on Creativity and Rationale in Software Design was on the role of rationale in supporting idea generation in the classroom. College students often struggle with problems where more than one possible solution exists. Part of the difficulty lies in the need for students to progress through different levels of development cognitively and intellectually before they can tackle creative problem solving. Argumentation-based rationale provides a natural mechanism for representing problems, candidate solutions, criteria, and arguments relating those criteria to the candidate solutions. Explicitly expressing rationale for their work encourages students to reflect on why they made their choices, and to actively consider multiple alternatives. We report on an experiment performed during a Data Structures course where students captured rationale.
dc.language.iso eng
dc.publisher University of Jyväskylä, Agora Center
dc.relation.ispartofseries Human Technology: An Interdisciplinary Journal on Humans in ICT Environments
dc.relation.uri http://www.humantechnology.jyu.fi
dc.rights © 2010 Janet E. Burge & Bo Brinkman, and the Agora Center, University of Jyväskylä
dc.title Using Rationale to Assist Student Cognitive and Intellectual Development
dc.type Article
dc.identifier.urn URN:NBN:fi:jyu-20105241909

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