Scaffolding argumentation competence: The shift from first to second order skill acquisition

Research output: Chapter in Book/Report/Conference proceedingConference paper

Abstract

This conceptual article argues that the focus of research on argument-scaffolds should shift from first-order towards second-order scaffolding. If learners acquire argumentation skills and learn to self-direct argumentation activities, they also engage in epistemic discussions with partners that help them acquire knowledge, correct false viewpoints and refine misunderstanding. This article presents a 3-step guideline for secondorder argument-scaffolding, namely (1) diagnosis of internal argumentative script, (2) adaptive external support, and (3) adaptive fading of external support.

Original languageEnglish
Title of host publicationLearning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014
Pages1569-1570
Volume3
Publication statusPublished - Jun 2014
Event11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States
Duration: 23 Jun 201427 Jun 2014

Conference

Conference11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014
CountryUnited States
CityBoulder
Period23/06/1427/06/14

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Noroozi, O., Kirschner, P. A., Biemans, H. J. A., & Mulder, M. (2014). Scaffolding argumentation competence: The shift from first to second order skill acquisition. In Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014 (Vol. 3, pp. 1569-1570)