Abstract
The CSCL community faces two main challenges with respect to learning and argumentation. The scientific challenge is to understand how argumentation produces learning, that is to discover which cognitive mechanisms, triggered by argumentative interactions, generate new knowledge and in which conditions. The engineering challenge is to determine how to trigger productive argumentation among students. These two challenges are often investigated in parallel, but this contribution focuses on the latter.
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Jermann, P., Dillenbourg, P. (2003). Elaborating New Arguments Through a CSCL Script. In: Andriessen, J., Baker, M., Suthers, D. (eds) Arguing to Learn. Computer-Supported Collaborative Learning, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0781-7_8
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DOI: https://doi.org/10.1007/978-94-017-0781-7_8
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