Facilitating Argumentative Knowledge Construction through a Transactive Discussion Script in CSCL

O. Noroozi, A. Weinberger, H.J.A. Biemans, M. Mulder, M. Chizari

Research output: Contribution to journalArticleAcademicpeer-review

66 Citations (Scopus)

Abstract

Learning to argue is prerequisite to solving complex problems in groups, especially when they are multidisciplinary and collaborate online. Environments for Computer-Supported Collaborative Learning (CSCL) can be designed to facilitate argumentative knowledge construction. This study investigates how argumentative knowledge construction in multidisciplinary CSCL groups can be facilitated with a transactive discussion script. The script prompts learners to paraphrase, criticize, ask meaningful questions, construct counterarguments, and propose argument syntheses. As part of a laboratory experiment, 60 university students were randomly assigned to multidisciplinary dyads based on their disciplinary backgrounds (i.e. water management or international development studies). These dyads were randomly assigned to a scripted (experimental) or non-scripted (control) condition. They were asked to analyse, discuss, and solve an authentic problem case related to both of their domains, i.e. applying the concept of community-based social marketing in fostering sustainable agricultural water management. The results showed that the transactive discussion script facilitates argumentative knowledge construction during discourse. Furthermore, learners assigned to the scripted condition acquired significantly more domain-specific and domain-general knowledge on argumentation than learners assigned to the unscripted condition. We discuss how these results advance research on CSCL scripts and argumentative knowledge construction.
LanguageEnglish
Pages59-76
JournalComputers and Education
Volume61
DOIs
Publication statusPublished - 2013

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Water management
dyad
water management
learning
social marketing
laboratory experiment
argumentation
Marketing
Group
Students
university
discourse
community
student
Experiments

Keywords

  • supported collaborative argumentation
  • dialogue
  • instruction
  • discourse
  • framework
  • science
  • design
  • argue
  • learn
  • work

Cite this

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title = "Facilitating Argumentative Knowledge Construction through a Transactive Discussion Script in CSCL",
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Facilitating Argumentative Knowledge Construction through a Transactive Discussion Script in CSCL. / Noroozi, O.; Weinberger, A.; Biemans, H.J.A.; Mulder, M.; Chizari, M.

In: Computers and Education, Vol. 61, 2013, p. 59-76.

Research output: Contribution to journalArticleAcademicpeer-review

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AU - Weinberger, A.

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AB - Learning to argue is prerequisite to solving complex problems in groups, especially when they are multidisciplinary and collaborate online. Environments for Computer-Supported Collaborative Learning (CSCL) can be designed to facilitate argumentative knowledge construction. This study investigates how argumentative knowledge construction in multidisciplinary CSCL groups can be facilitated with a transactive discussion script. The script prompts learners to paraphrase, criticize, ask meaningful questions, construct counterarguments, and propose argument syntheses. As part of a laboratory experiment, 60 university students were randomly assigned to multidisciplinary dyads based on their disciplinary backgrounds (i.e. water management or international development studies). These dyads were randomly assigned to a scripted (experimental) or non-scripted (control) condition. They were asked to analyse, discuss, and solve an authentic problem case related to both of their domains, i.e. applying the concept of community-based social marketing in fostering sustainable agricultural water management. The results showed that the transactive discussion script facilitates argumentative knowledge construction during discourse. Furthermore, learners assigned to the scripted condition acquired significantly more domain-specific and domain-general knowledge on argumentation than learners assigned to the unscripted condition. We discuss how these results advance research on CSCL scripts and argumentative knowledge construction.

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