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

Omid Noroozi; Paul A. Kirschner; Harm J.A. Biemans; Martin Mulder

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

Omid Noroozi, Paul A. Kirschner, Harm J.A. Biemans, Martin Mulder

Research output: Chapter in Book/Report/Conference proceeding › Conference paper › Professional

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 language	English
Title of host publication	Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014
Pages	1569-1570
Volume	3
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

Conference	11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014
Country/Territory	United States
City	Boulder
Period	23/06/14 → 27/06/14

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@inproceedings{882700f1665149448663cf60c00d2927,

title = "Scaffolding argumentation competence: The shift from first to second order skill acquisition",

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.",

author = "Omid Noroozi and Kirschner, {Paul A.} and Biemans, {Harm J.A.} and Martin Mulder",

year = "2014",

month = jun,

language = "English",

volume = "3",

pages = "1569--1570",

booktitle = "Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014",

note = "11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 ; Conference date: 23-06-2014 Through 27-06-2014",

}

Noroozi, O, Kirschner, PA, Biemans, HJA & 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, 11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014, Boulder, United States, 23/06/14. <https://repository.isls.org//handle/1/1040>

Scaffolding argumentation competence: The shift from first to second order skill acquisition. / Noroozi, Omid; Kirschner, Paul A.; Biemans, Harm J.A. et al.

Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Vol. 3 2014. p. 1569-1570.

Research output: Chapter in Book/Report/Conference proceeding › Conference paper › Professional

TY - GEN

T1 - Scaffolding argumentation competence: The shift from first to second order skill acquisition

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AU - Kirschner, Paul A.

AU - Biemans, Harm J.A.

AU - Mulder, Martin

PY - 2014/6

Y1 - 2014/6

N2 - 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.

AB - 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.

M3 - Conference paper

AN - SCOPUS:84937793358

VL - 3

SP - 1569

EP - 1570

BT - Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014

T2 - 11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014

Y2 - 23 June 2014 through 27 June 2014

ER -

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

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