Supporting interactive argumentation: Influence of representational tools on discussing a wicked problem

  • Authors:

  • Lisette Munneke;Jerry Andriessen;Gellof Kanselaar;Paul Kirschner

  • Affiliations:

  • Research Centre Learning in Interaction, Utrecht University, P.O. Box 80140, 3508 TC Utrecht, The Netherlands;Research Centre Learning in Interaction, Utrecht University, P.O. Box 80140, 3508 TC Utrecht, The Netherlands;Research Centre Learning in Interaction, Utrecht University, P.O. Box 80140, 3508 TC Utrecht, The Netherlands;Research Centre Learning in Interaction, Utrecht University, P.O. Box 80140, 3508 TC Utrecht, The Netherlands

  • Venue:
  • Computers in Human Behavior
  • Year:
  • 2007

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Abstract

This study describes difficulties students can encounter when discussing a wicked problem and in what way two different representational tools can support interactive argumentation between students. About 55 pairs discussed in chat and wrote about genetically modified organisms in a groupware environment, supported by a text-outline or an argumentative diagram. The expectation was that students who were constructing a diagram would argue in a more thorough way, which is called the broadening and deepening in the space of debate. The expectations were partially confirmed. Diagrams help students to argue in a more thorough way, but only in the diagrams itself and not, as expected, in the discussion. This article shows the difficulties of supporting interactive argumentation with representational tools, because of the great amount of other variables in task and learning environment that effect the way students broaden and deepen an argument.