Scripting argumentative knowledge construction in computer-supported learning environments

Abstract: Computer-supported collaborative learning (CSCL) environments may encour-age learners to engage in argumentative knowledge construction. Argumenta-tive knowledge construction means that learners work together to elaborate on concepts by constructing arguments and counterarguments. This is achieved through discourse with the goal of acquiring knowledge within a specific do-main. However, learners may encounter problems relating to one of three di-mensions of argumentative knowledge construction. First, learners seem to have difficulties in constructing arguments that contribute to solving the task. Second, learners ’ arguments may lack important components such as data and warrants. Third, learners rarely build upon the arguments of their learning partners. Structuring argumentative knowledge construction with collaboration scripts is a promising instructional approach for facilitating specific process di-mensions of argumentative knowledge construction. Little is known, however, about how to most effectively facilitate the acquisition of knowledge by di-recting collaboration scripts at specific dimensions of argumentative knowl-edge construction. This chapter will outline the theoretical background of ar-gumentative knowledge construction and will then describe script components that target different dimensions of argumentative knowledge construction. The chapter will then discuss the empirical findings of two studies regarding the ef-fects of these script components. Collaborative learners are sometimes meant to construct and exchange arguments by collecting and balancing evidence and counterevidence through discourse with the goal of acquiring individual knowledge within a domain. Typically, however, learners do not work well on collaborative learning tasks in terms of constructing adequate arguments and interactin