Promoting reflective interactions in a CSCL environment, Journal of Computer Assisted Learning, vol.13, issue.3, pp.175-193, 1997. ,
DOI : 10.1046/j.1365-2729.1997.00019.x
Scientific arguments as learning artifacts: designing for learning from the web with KIE, International Journal of Science Education, vol.15, issue.3, pp.797-817, 2000. ,
DOI : 10.1037/0033-2909.104.1.53
Explanation and Evidence in Informal Argument, Cognitive Science, vol.113, issue.4, pp.573-604, 2000. ,
DOI : 10.1207/s15516709cog2404_2
Scripts from a distributed cognition perspective, Scripting the Computer-Supported Communication of Knowledge -Cognitive, Computational, and Educational Perspectives ,
Using computer supported argument visualization to teach leagal argumentation, Visualizing argumentation ? Software tools for collaborative and educational sensemaking, pp.75-96, 2003. ,
Selfexplanations: How students study and use examples in learning to solve problems, 1989. ,
Reasoning With Tools and Inscriptions, Journal of the Learning Sciences, vol.11, issue.2-3, pp.187-216, 2002. ,
DOI : 10.1080/10508406.2002.9672137
Over-scripting CSCL: The risks of blending collaborative learning with instructional design, Three worlds of CSCL. Can we support CSCL, pp.61-91, 2002. ,
URL : https://hal.archives-ouvertes.fr/hal-00190230
Transactive peer tutoring: Distributing cognition and metacognition, Educational Psychology Review, vol.10, issue.1, pp.57-74, 1998. ,
DOI : 10.1023/A:1022858115001
Cooperation Scripts for Computer-Supported Collaborative Learning, Proceedings of the International Conference on Computer Support for Collaborative Learning -CSCL 2003, COMMUNITY EVENTS -Communication and Interaction, pp.59-61, 2003. ,
Effects of Dyadic Interaction on Argumentive Reasoning, Cognition and Instruction, vol.5, issue.3, pp.287-315, 1997. ,
DOI : 10.1037//0022-3514.60.2.181
The Potential of Argument in Knowledge Building, Human Development, vol.43, issue.6, pp.332-360, 2000. ,
DOI : 10.1159/000022695
Learning of argumentations skills in networked and face-to-face environments, Instructional Science, vol.29, issue.2, pp.127-153, 2001. ,
DOI : 10.1023/A:1003931514884
Who Reasons Well? Two Studies of Informal Reasoning Among Children of Different Grade, Ability, and Knowledge Levels, Cognition and Instruction, vol.208, issue.2, pp.139-178, 1996. ,
DOI : 10.1016/0959-4752(91)90013-X
Supporting students' construction of scientific explanations using scaffolded curriculum materials and assessments, 2004. ,
Structuring dyadic interaction through scripted cooperation, 1999. ,
Scripted Cooperation in student dyads: A method for analyzing and enhancing academic learning and performance, 1992. ,
The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity, Journal of the Learning Sciences, vol.66, issue.1, pp.423-451, 2004. ,
DOI : 10.1207/S15327809JLS0904_1
URL : https://hal.archives-ouvertes.fr/hal-00190619
Person-plus: a distributed view of thinking and learning, Distributed cognitions: psychological and educational considerations, pp.88-110, 1993. ,
Supporting discourse in a synchronous learning environment, Proceedings of the Conference on Computer Support for Collaborative Learning Foundations for a CSCL Community, CSCL '02, pp.581-589, 2002. ,
DOI : 10.3115/1658616.1658732
A Scaffolding Design Framework for Software to Support Science Inquiry, Journal of the Learning Sciences, vol.17, issue.5, pp.337-387, 2004. ,
DOI : 10.1002/tea.1033
URL : https://hal.archives-ouvertes.fr/hal-00699773
Reasoning in conversation, Cognition and Instruction, issue.3&4, pp.11-347, 1993. ,
Instructional support for computer-mediated collaboration ? results from process analyses, 2003. ,
Co-Lab, Design considerations for a collaborative discovery learning environment, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), 2004. ,
SCRIPTS, PLANS, GOALS, AND UNDERSTANDING, 1977. ,
DOI : 10.1016/B978-1-4832-1446-7.50019-4
URL : https://hal.archives-ouvertes.fr/hal-00692030
Towards the development of flexibly adaptive instructional design, Instructional-design theories and models: A new paradigm of instructional theory, pp.183-213, 1999. ,