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Argumentation and Knowledge Construction

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International Handbook of Computer-Supported Collaborative Learning

Part of the book series: Computer-Supported Collaborative Learning Series ((CULS,volume 19))

Abstract

We examine the role of argumentation in knowledge construction during computer-supported collaborative learning (CSCL). We describe the history and development of argumentation research from early precursors to the examination of argumentation in everyday life. We also present the development of tools and methods that have been applied for the empirical investigation of argumentation in CSCL. In presenting the state of the art of research on argumentation and knowledge construction, we include studies of reflective interactions and the analysis of “uptake events” in conversation. We also analyze argumentative knowledge construction in online contexts and science education. We discuss the debate on the extent to which argumentation supports the development of domain-specific or domain-general knowledge. In concluding, we point to some potential future development in research on argumentation and knowledge construction, such as the consideration of additional influencing factors like social context or emotions.

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Further Readings

  • Andriessen, J., Baker, M., & Suthers, D. (Eds.). (2003). Arguing to learn: Confronting cognitions in computer-supported collaborative learning environments. Dordrecht, The Netherlands: Springer. This edited volume provides an overview of pedagogical applications and CSCL tools that can help learners use conflicting ideas, explanations, and arguments to achieve collaborative learning.

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  • Kuhn, D. (1991). The skills of argument. Cambridge: Cambridge University Press. In this monograph, Kuhn describes the argumentative abilities of people of different ages with regard to everyday topics and shows how difficult it is for people to deal critically with their own attitudes.

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  • Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328(5977), 463–466. In this article, Osborne advocates giving learners the opportunity to do scientific reasoning, as known from professional scientists; this is to improve their scientific skills and conceptual understanding.

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  • Schwarz, B. B. (2009). Argumentation and learning. In N. Muller Mirza & A.-N. Perret-Clermont (Eds.), Argumentation and education (pp. 91–126). Boston, MA: Springer.

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  • Toulmin, S. (1958). The uses of argument. Cambridge: Cambridge University Press. Toulmin examined how people should present their opinions and claims in order to justify them in a convincing manner. In this monograph Toulmin developed a scheme consisting of six components that characterize practical arguments.

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Authors and Affiliations

  1. Knowledge Construction Lab, Leibniz-Institut für Wissensmedien (Knowledge Media Research Center), Tübingen, Germany

    Joachim Kimmerle & Ulrike Cress

  2. Department of Psychology, Eberhard Karls University, Tübingen, Germany

    Joachim Kimmerle & Ulrike Cress

  3. Department of Psychology, Ludwig-Maximilians-University, Munich, Germany

    Frank Fischer

  4. Munich Center of the Learning Sciences, Munich, Germany

    Frank Fischer

Authors
  1. Joachim Kimmerle
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  2. Frank Fischer
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  3. Ulrike Cress
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Correspondence to Joachim Kimmerle .

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Editors and Affiliations

  1. Leibniz-Institut für Wissensmedien, Tübingen, Germany

    Ulrike Cress

  2. Language Technologies Institute and Human-Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, PA, USA

    Carolyn Rosé

  3. Department of Administration Leadership, and Technology, New York University, New York, NY, USA

    Alyssa Friend Wise

  4. Faculty of Informatics, Shizuoka University, Hamamatsu-shi, Shizuoka, Japan

    Jun Oshima

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Kimmerle, J., Fischer, F., Cress, U. (2021). Argumentation and Knowledge Construction. In: Cress, U., Rosé, C., Wise, A.F., Oshima, J. (eds) International Handbook of Computer-Supported Collaborative Learning. Computer-Supported Collaborative Learning Series, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-030-65291-3_10

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