PI:
Prof. Dr. Frank Fischer
Prof. Dr. Heinz Mandl
Staff:
Dr. Armin Weinberger
In this project we analyze how computer-based collaboration scripts can facilitate argumentative knowledge construction online. The computer-based collaboration scripts aim to support learners to argue based on theoretical concepts within their domain and thereby to facilitate the acquisition of argumentative and domain-specific knowledge. Scripts may facilitate different aspects of argumentative discourse. Participation scripts aim to coordinate the quantity of learners’ contribution and sequence their contributions in discourse. Epistemic scripts aim to structure the discourse activities of collaborative learners with respect to the content of the discussion and with regard to their steps towards solving the task. Argumentative scripts aim to support the construction of arguments, e.g., in terms of warranting and qualifying claims. Social scripts support learners to engage in specific transactive interaction strategies they would not apply spontaneously, such as help seeking or critical negotiation. In several studies with a total of more than 600 participants collaborating in groups of three, the effects of these different kinds of scripts on processes and outcomes of argumentative knowledge construction have been investigated. The discourses learners produced in text-based communication have been analyzed with regard to participation, epistemic activities, construction of arguments and argumentation sequences, and social modes of co-construction. Learning outcomes have been analyzed with regard to the acquisition of argumentative and domain-specific knowledge. Furthermore, we have investigated to what extent learners converge on these process and outcome dimensions. The results show that computer-based collaboration scripts substantially facilitate the specific processes of argumentative knowledge construction they aim to support. The scripts also affect outcomes of argumentative knowledge construction in specific ways. Argumentative scripts, for instance, foster individual acquisition of argumentative knowledge. Social scripts foster the acquisition and the convergence of domain-specific knowledge.
Last update: 04/06/2005
