Argumentation & Student-Centered Learning Environments
Argumentation in Student Learning
Conclusion
Students must have some understanding of basic concepts to form arguments and counter arguments
The use of a facilitator and established ground rules with modeling
Balancing
too much
vs.
too little
scaffolding
Note there is a benefit of free-flowing discussion
Use argumentation as part of the “learning progression” (Berland & McNeil, 2010)
Determine how will the argument will be evaluated? Provide feedback?
Student argumentation can lead to high levels of engagement and potential for learning
Key Implications for Designing Learning Environments
for Argumentation
Key Implications for Designing Learning Environments for Argumentation
Structure, Scripting & Scaffolding
Too much will be time and energy consuming, too little will be superficial argumentation and little learning
Content/Conceptual Resources
Students need to understand content to be able to comprehend arguments and to benefit from the process
Brian Harman, Jeff DeFranco, Tina Newton, & Dimeil Ushana
Agenda
I. Introduction
How is argumentation used?
Why is it important?
II. Summary of Pedagogical Theory
Main Points
III. Key Implications
IV. Conclusion
Causal Mechanics
1. Makes knowledge explicit and visible
Reveals correct/incorrect/valid/invalid items
2. Arguments can lead to conceptual change
Students can consider diverse set of ideas not thought of before
3. Co-elaboration of new knowledge is more effective than disputational arguing
Collaborative/collective arguing, exploratory talk
Experimental outcomes lead to cognitive disequilibrium that allows you to change your mind
4. Articulation of an argument
Requires you to articulate, think deeply, elaborate, provide evidence, evaluate, be willing to lose an argument
Why is it important?
One must first have strong knowledge and understanding, even ‘mastery’, of content to argue
This takes deliberate commitment to honing your skills of a subject and arguing with reasons that are valid/informed
Then, one must reflect and reveal the knowledge while articulating it into an argument
Learning to Argue
Learning to Argue
Arguing to learn
Arguing about a topic effectively can lead to a higher and deeper understanding through intelligent conversation
New opinions can be evoked
Persuasion or attempted persuasion can strengthen opinions, weaken opinions, or results in more questions
Argumentation itself is an intellectual discipline worth learning because it is a tool to learn more
Whats the impact?
During
u
After
Fun
Motivating
Social
Cognitive
Engaging
Disciplinary
Improvement
Experimental
Time well spent
Reflection
Reevaluation
Deeper learning
Delayed effects
Additional cognitive processing
Development
Main P ints
Argumentation Mapping
Gurken, Iandoli, Klein, Zollo (2010)- Web 2.0;
deliberatorium
Visual and structured systems of arguments
Related Efforts
Computer Assisted Argumentation Mapping ("CAAM")
Van Gelder (2007)
infons
organized the chaos
Davies (2009)
rationale
hierarchical maps with relationships
Oskada & Shun (2008)
dialogue maps
Suthers (2008)
belvedere
chat function while mapping
Collaborative reasoning
Anderson (2007) Free-flowing discussion for collaboration and critiquing
Peer modeling for behavior is
argument strategems
Representation of an argument is an
argument schema
Argumentation & Game Playing
Ravenscroft & Mcallister (2006) productive arrangements as part of language game
Augmented reality opportunity & epistemic games (forms of reasoning)
IDEA!!!!
1. Topic and Context: to be meaningful and engaging
2. Gaming and Role-Playing: to enhance motivation
3. Time: how much to devote to form and to content, as well as to debriefing/discussions post-activity
4. Activity Structure & Variations: to maintain interest without creating fatigue
5. Location: Classroom/Computer/"in the field"
6. Outside connections: Social media and virtual community management
7. Community of practice: Professional, Civic, or online
8. Source of arguments: Student-driven or extant
Aspects of Environment
Evaluation of Arguments
Student/Peer evaluation and feedback vs other mechanisms (facilitators, anonymous feedback)
* Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green.
Learning to Argue..Arguing to Learn
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