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.
|Title of host publication||Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014|
|Publication status||Published - Jun 2014|
|Event||11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States|
Duration: 23 Jun 2014 → 27 Jun 2014
|Conference||11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014|
|Period||23/06/14 → 27/06/14|