Facilitating argumentative knowledge construction with computer-supported collaboration scripts
Facilitating argumentative knowledge construction with computer-supported collaboration scripts
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DOI：
10.1007/s11412-007-9028-y
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发表时间：
2007-12-01
影响因子：
4.3
通讯作者：
Fischer, Frank
中科院分区：
文献类型：
--
作者：
Stegmann, Karsten;Weinberger, Armin;Fischer, Frank
在线讨论为学习者提供了参与辩论的机会，但学习者很少提出有根据的论点或从参与在线讨论中单独受益。学习者通常不会明确地保证他们的论点，也无法构建反论点（不完整的正式论证结构），这被认为会阻碍个人知识的获取。人们发现计算机支持的脚本可以在在线讨论期间为学习者提供支持。此类脚本可以通过支持学习者在在线讨论期间明确地保证其主张或构建特定的论证序列（例如论证-反驳序列）来支持特定的话语活动，例如单个论证的构建。参与辩论性话语被认为可以促进辩论知识和特定领域的知识。然而，关于计算机支持的协作脚本在多大程度上可以提高论证的形式质量并从而促进个人获取知识的程度，鲜有实证研究。一百二十 (120) 名教育科学专业的学生参与了 2x2 因子设计的研究（使用与不使用脚本来构建单个论证，使用与不使用脚本来构建论证序列），并随机分为三组。结果表明，协作脚本可以提高在线讨论中单个论证的形式质量和论证序列的形式质量。脚本还促进了论证知识的获取，而不影响特定领域知识的获取。
Online discussions provide opportunities for learners to engage in argumentative debate, but learners rarely formulate well-grounded arguments or benefit individually from participating in online discussions. Learners often do not explicitly warrant their arguments and fail to construct counterarguments (incomplete formal argumentation structure), which is hypothesized to impede individual knowledge acquisition. Computer-supported scripts have been found to support learners during online discussions. Such scripts can support specific discourse activities, such as the construction of single arguments, by supporting learners in explicitly warranting their claims or in constructing specific argumentation sequences, e.g., argument-counterargument sequences, during online discussions. Participation in argumentative discourse is seen to promote both knowledge on argumentation and domain-specific knowledge. However, there have been few empirical investigations regarding the extent to which computer-supported collaboration scripts can foster the formal quality of argumentation and thereby facilitate the individual acquisition of knowledge. One hundred and twenty (120) students of Educational Science participated in the study with a 2x2-factorial design (with vs. without script for the construction of single arguments and with vs. without script for the construction of argumentation sequences) and were randomly divided into groups of three. Results indicated that the collaboration scripts could improve the formal quality of single arguments and the formal quality of argumentation sequences in online discussions. Scripts also facilitated the acquisition of knowledge on argumentation, without affecting the acquisition of domain-specific knowledge.