Francesco Arcidiacono - Böcker

How can pupils and students learn to interact with others? How can they interact with others to learn? How do teachers organize the various forms of interaction in a discursive dynamic within their classrooms? The different ways in which social and cultural psychology views explore school have consolidated a new image of learning processes. However, social interactions in the classroom need to be constantly re-examined and rethought. Tothis end, the contributions of this book exploit, innovates and study the multiple interactions in theclassroom and the conditions that can favor teaching and learning processes. By linking psychology, educational sciences and learning models, this book contributes to the study of the interconnected processes of individual and social development in compulsory and higher education.

This book provides a comprehensive overview of empirical studies based on various approaches devoted to examining the interpersonal argumentative processes involved in different contexts. It also identifies context-dependent similarities and differences in the ways in which argumentative interactions are managed by individuals in a range of educational and professional settings.How can some forms of negotiation, change and debate result from engaging in interpersonal processes during argumentation? How do interpersonal dimensions affect the interdependencies between argumentative exchanges and construction of knowledge and skills? The book clarifies these open questions by providing a discussion of theoretical and empirical issues at the forefront of research, in order to provide a view of how interpersonal argumentation in educational and professional contexts is actually questioned and investigated.It offers readers an opportunity to discover the crucial importance of an in-depth understanding of the role and functions played by the interpersonal dynamics within argumentative interactions occurring in a wide range of educational and professional contexts.

This book provides a comprehensive overview of empirical studies based on various approaches devoted to examining the interpersonal argumentative processes involved in different contexts. It also identifies context-dependent similarities and differences in the ways in which argumentative interactions are managed by individuals in a range of educational and professional settings.How can some forms of negotiation, change and debate result from engaging in interpersonal processes during argumentation? How do interpersonal dimensions affect the interdependencies between argumentative exchanges and construction of knowledge and skills? The book clarifies these open questions by providing a discussion of theoretical and empirical issues at the forefront of research, in order to provide a view of how interpersonal argumentation in educational and professional contexts is actually questioned and investigated.It offers readers an opportunity to discover the crucial importance of an in-depth understanding of the role and functions played by the interpersonal dynamics within argumentative interactions occurring in a wide range of educational and professional contexts.