Abstracts - Earli

has been inspired by the knowledge creation metaphor of learning and the design principles fortrialogical learning as proposed in the context of the Knowledge Practices Laboratory Project. Thestudy focuses on the creation of shared artifacts to foster individual and collective reflection in aweb-based learning environment. The pedagogical design is discussed against the outcomes of adesign experiment aimed to examine the viability of the scenario from a pedagogical, technical, aswell as organisational point of view and its actual impact on students’ individual and collectivereflection processes.Developing skills to observe and analyze communication and teamwork in pediatric team trainingsimulationsKlas Karlgren, Karolinska Institutet, SwedenGood communication and teamwork is essential for efficient medical teams. But even experiencedpractitioners often lack a conceptual model for describing critical team incidents and need trainingin identifying problematic and successful teamwork. A conceptual model, the TeamApgar, hastherefore been developed to be used in pediatric simulation courses in neonatal intensive care. Themodel has a focus on crucial, observable team and leadership behavior and has graduallydeveloped and evolved after having been tried out in the courses. Several teams have participatedin a study where they have been asked to report on expectations, self-efficacy, stress, and keyissues concerning teamwork and team communication. The questionnaires were handed out "insitu" and were "interactive" in that participants not only responded at the start and the end of thecourses, but also in relation to each simulation that took place: just before taking part in asimulation, just after and right after each feedback session giving rich information about howdifferent simulations are viewed by participants and how teams develop during a course.Preliminary results show that participants report that teamwork performance and communication isclearly improved during the simulation courses and also that they have become better at makingobservations about teams. The questionnaires are not only a data collection tool but also apedagogical tool; the rating of statements in the questionnaires was a way of structuringparticipants’ observations and supporting them in creating analyses of team performance and alsoa shared knowledge object during debriefings. The model makes other participants’ views andobservations more publicly shareable and thereby facilitates learning from each other.A trialogical approach on teaching and learning argumentation in science at University: how donew conceptual knowledge and practice-bound knowledge evolve?Nathalie Müller Mirza, University of Neuchatel, SwitzerlandIf argumentation is conceived now as a powerful tool for learning, argumentative practices inclassrooms are still rare and teachers find it difficult to set up pedagogical activities. If the teachersgenerally link these difficulties to lack of time and institutional pressures, other reasons areprobably at stake. Teaching with argumentation implies an unusual position for the teacher who isno longer the only one who knows but rather a "guide", a facilitator in the co-construction ofknowledge. But maybe more important, it implies for the teacher a quite new definition of whatscience is, focusing on its "argumentative" dimension. Working on the link between learning andargumentation and its conditions in teacher training contexts is therefore an important topic. Thispaper takes as object a pedagogical design that took place in a University level course. Thestudents, in small groups, are invited to elaborate and test an "argumentative scenario" in science.They have to experiment both positions: the one of the "pupils" and the one of the "teachers".From the analysis of the data collected (pre and post questionnaires, observations, ‘diaries’ writtenby the students, and argumentative maps), this paper aims at showing that in learning to teach– 806 –