Scripting argumentative knowledge construction in computer-supported learning environments

Karsten Stegmann 1 Armin Weinberger 2 Frank Fischer 2 Heinz Mandl 3
1 Psychologisches Institut
2 Institute of Educational Psychology
3 Chair of Education and Educational Psychology
Abstract : Argumentative knowledge construction in computer-supported collaborative learning environments is often weak. This experimental study analyzes two collaboration scripts, which should facilitate argumentative knowledge construction. One script aims to support the construction of argumentation sequences and the other script aims to support the argument construction. These scripts should facilitate the argumentative knowledge construction on both the micro- and macrostructure of argumentation during process as well as with respect to the individual outcome. Both types of scripts were varied independently in a 2X2-factorial design. 120 students of Educational Science participated in the study in groups of three. Results show that discourse supported by the collaboration scripts was of higher quality and students in these conditions acquired more individual knowledge about argumentation than learners without cooperation scripts.
keyword : collaboration scripts
Type de document :
Communication dans un congrès
First Joint Meeting of the EARLI SIGs Instructional Design and Learning and Instruction with Computers, 2004, Tübingen, Germany. P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner, pp.320-330, 2004
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Karsten Stegmann, Armin Weinberger, Frank Fischer, Heinz Mandl. Scripting argumentative knowledge construction in computer-supported learning environments. First Joint Meeting of the EARLI SIGs Instructional Design and Learning and Instruction with Computers, 2004, Tübingen, Germany. P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner, pp.320-330, 2004. 〈hal-00190637〉

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