Abstract
Scripting collaborative argumentation can be effective in helping students understand multiple perspectives in complex, ill-defined domains. We have developed a web-based collaborative learning environment and a collaboration script to support students in discussing and analyzing controversial texts. We present a study in which we varied one element of the script to support critical, elaborative interactions, namely whether or not students take a proponent and/or critic role. Our results suggest that roles have a positive effect on the extent of knowledge elaboration in student discussions.
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© 2012 Springer-Verlag Berlin Heidelberg
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Scheuer, O., McLaren, B.M., Weinberger, A., Niebuhr, S. (2012). Scripting Discussions for Elaborative, Critical Interactions. In: Cerri, S.A., Clancey, W.J., Papadourakis, G., Panourgia, K. (eds) Intelligent Tutoring Systems. ITS 2012. Lecture Notes in Computer Science, vol 7315. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-30950-2_103
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DOI: https://doi.org/10.1007/978-3-642-30950-2_103
Publisher Name: Springer, Berlin, Heidelberg
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