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Arguing on the computer: a microgenetic study of developing argument skills in a computer-supported environment
Deanna Kuhn1, Wendy Goh, Kalypso Iordanou
1Department of Human Development, Teachers College Columbia University, New York, NY 10027, USA. dk100@columbia.edu
Child Development
|October 2, 2008
Summary
Sixth graders improved their argumentation skills and meta-level awareness through computer-supported collaborative discourse. These gains in argumentative discourse persisted even without peer support.
Area of Science:
- Educational Technology
- Cognitive Science
- Discourse Analysis
Background:
- Argumentative discourse is crucial for developing critical thinking skills.
- Computer-supported collaborative learning (CSCL) offers new avenues for practicing argumentation.
- Meta-level awareness, or thinking about one's thinking, is key to effective discourse.
Purpose of the Study:
- To investigate the impact of computer-supported argumentative discourse on sixth graders' meta-level awareness.
- To assess the development of strategic moves in student-led argumentation.
- To determine if these improvements are sustained without social support.
Main Methods:
- A class of 28 sixth graders participated in an extended computer-supported argumentative discourse activity.
- Students collaborated with a peer on the same side to argue against opposing pairs.
- Instant messaging software facilitated dialogs and transcript generation for reflection.
Main Results:
- Participants demonstrated significant gains in meta-level communication about the discourse.
- Students showed improved strategic moves within the argumentative discourse.
- These advancements in strategic moves remained evident even when peer support was removed.
Conclusions:
- Extended computer-supported argumentative discourse enhances students' meta-level awareness and strategic argumentation skills.
- The use of technology, like instant messaging, can facilitate reflective practices in learning.
- The observed improvements suggest a robust development of argumentation skills independent of immediate social support.
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