A Space for Debate. How diagrams support collaborative argumentation-based learning

Abstract

Discussion can lead to learning. Through discussion people can learn about other viewpoints and arguments, or construct new ideas together. However, discussion can also be difficult, due to problems with argumentation and collaboration. This dissertation investigates how argumentative diagrams can support collaborative argumentation-based learning. Argumentative diagrams are two-dimensional diagrams in which arguments are placed in boxes, and arrows are used to relate these arguments. In four studies secondary school students collaboratively discussed a problem in dyads using chat and diagram in an electronic environment. Students' interaction processes in chat and diagram were analysed to address how they contribute to broadening and deepening the discussion. The task, the goal of discussion, and the type of tool all influence students' collaborative argumentation-based learning. A more important factor proved to be how students used the diagram in their discussion. Students used the diagram for example to copy information, to structure their argument, or to communicate new ideas. In general, students were not very apt at diagram construction and inspection. A diagram's affordances, such as structure and overview, were not used to their full potential. Schools should pay more attention to using diagrams. This would not only improve discussions, but also more general skills of structure and analysis.