1: Institute of Educational Psychology — Ludwig Maximilians Universität München 2: Psychologisches Institut — Eberhard-Karls-Universität, Tübingen 3: Instituts für Wissensmedien (IWM) — Knowledge Media Research Center (KMRC) - Tübingen 4: Chair of Education and Educational Psychology — Ludwig-Maximilians-Universität, Munich
Computer-supported collaborative learning (CSCL) environments may encourage
learners to engage in argumentative knowledge construction. Argumentative
knowledge construction means that learners work together to elaborate on
concepts by constructing arguments and counterarguments. This is achieved
through discourse with the goal of acquiring knowledge within a specific domain.
However, learners may encounter problems relating to one of three dimensions
of argumentative knowledge construction. First, learners seem to
have difficulties in constructing arguments that contribute to solving the task.
Second, learners' arguments may lack important components such as data and
warrants. Third, learners rarely build upon the arguments of their learning
partners. Structuring argumentative knowledge construction with collaboration
scripts is a promising instructional approach for facilitating specific process dimensions
of argumentative knowledge construction. Little is known, however,
about how to most effectively facilitate the acquisition of knowledge by directing
collaboration scripts at specific dimensions of argumentative knowledge
construction. This chapter will outline the theoretical background of argumentative
knowledge construction and will then describe script components
that target different dimensions of argumentative knowledge construction. The
chapter will then discuss the empirical findings of two studies regarding the effects
of these script components
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