The role of diagrams in collaborative argumentation-based learning

In this article two studies on the use of diagrams in computer-supported collaborative learning are compared. Focus is on the way argumentative diagrams can be used during collaborative learning tasks, more specifically how diagrams support argumentative interaction between students when they discuss ill-defined topics. The main goal is to discover how diagramconstruction before discussion, and diagramconstruction during discussion, influence the way students explore the space of debate during discussion. Twenty pairs of 16/ 17-year-old students were randomly selected from 126 pairs. Ten pairs worked with a diagram before discussion and ten during discussion. The research showed that students use diagrams in very different ways, ranging froma m eans for talking to just a notebook. Our expectation that using a diagramduring discussion leads to more depth in discussion than using one before discussion, was not confirmed. Possible explanations for this finding are structure of the task, and the way students interpreted the goal of the task. r 2003 Elsevier Ltd. All rights reserved.

[1]  Daniel D. Suthers,et al.  Belvedere: stimulating students' critical discussion , 1995, CHI 95 Conference Companion.

[2]  Roger Carter,et al.  4 – Computer software , 1993 .

[3]  Philip Bell,et al.  Using argument representations to make thinking visible for individuals and groups , 1997, CSCL.

[4]  A. L. Veerman,et al.  Computer-supported collaborative learning through argumentation , 2000 .

[5]  M. Baker.  A model for negotiation in teaching-learning dialogues , 1994 .

[6]  Paul A. Kirschner,et al.  Designing External Representations to Support Solving Wicked Problems , 2003 .

[7]  Nigel Cross,et al.  Developments in design methodology , 1984 .

[8]  Hans Spada,et al.  Learning in Humans and Machines: Towards an Interdisciplinary Learning Science , 1995 .

[9]  Jan Van Bruggen,et al.  A Cognitive Framework for Cooperative Problem Solving with Argument Visualization , 2003, Visualizing Argumentation.

[10]  Gijsbert Erkens,et al.  Argumentation as Negotiation in Electronic Collaborative Writing , 2003 .

[11]  Daniel D. Suthers,et al.  Towards a Systematic Study of Representational Guidance for Collaborative Learing Discourse , 2001, J. Univers. Comput. Sci..

[12]  M. Baker.  COMPUTER-MEDIATED ARGUMENTATIVE INTERACTIONS FOR THE CO-ELABORATION OF SCIENTIFIC NOTIONS , 2003 .

[13]  P. Dillenbourg,et al.  The evolution of research on collaborative learning , 1996 .

[14]  Daniel C. Edelson,et al.  A design for effective support of inquiry and collaboration , 1995, CSCL.

[15]  K. McGilly,et al.  Classroom lessons: Integrating cognitive theory and classroom practice. , 1994 .

[16]  Jerry Andriessen,et al.  Where is Education Heading and How About AI , 1999 .

[17]  Jerry Andriessen,et al.  Collaborative argumentation in academic education , 2002 .

[18]  D. Suthers.  Representational guidance for collaborative inquiry. , 2003 .

[19]  Nancy L. Stein,et al.  Conflict talk: Understanding and resolving arguments. , 1997 .