Argumentative knowledge construction in CSCL

Authors:
Armin Weinberger;Douglas Clark;Gijsbert Erkens;Victor Sampson;Karsten Stegmann;Jeroen Janssen;Jos Jaspers;Gellof Kanselaar;Frank Fischer
Affiliations:
Knowledge Media Research Center, Tübingen, Germany;Arizona State University, Tempe, AZ;Utrecht University, CS Utrecht, NL;Arizona State University, Tempe, AZ;Knowledge Media Research Center, Tübingen, Germany;Utrecht University, CS Utrecht, NL;Utrecht University, CS Utrecht, NL;Utrecht University, CS Utrecht, NL;Knowledge Media Research Center, Tübingen, Germany
Venue:
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Year:
2006

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Abstract

Knowing how to argue is a prerequisite to participation in scientific discourse. In argumentative knowledge construction, learners collaboratively construct and engage in arguments with the goal of learning to argue within a domain. Students have difficulties, however, constructing and evaluating arguments. Computer-supported collaborative learning (CSCL) attempts to address these difficulties by providing students with additional resources and tools to visualize and guide their argumentation. This symposium presents results from empirical studies on facilitating and analyzing argumentative knowledge construction in CSCL. These studies assess the structural and conceptual quality of learners' arguments; provide sequential analyses of how learners exchange arguments in discourse, and investigate the relationship between cognitive processes of learners and the construction of arguments in discourse.