Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?
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In: Innovations in Education and Teaching International, Vol. 58, No. 5, 2021, p. 512-521.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Scaffolding argumentation in mathematics with CSCL scripts
T2 - Which is the optimal scripting level for university freshmen?
AU - Vogel, Freydis
AU - Kollar, Ingo
AU - Ufer, Stefan
AU - Strohmaier, Anselm
AU - Reiss, Kristina
AU - Fischer, Frank
PY - 2021
Y1 - 2021
N2 - Argumentative scripts for computer-supported collaborative learning are scaffolds that prompt learners to take over distributed roles and to move through a sequence of activities that specify an argumentative learning discourse. Argumentative scripts may lead to suboptimal effects on learning outcomes when their level of scaffolding does not fit learners’ prerequisites regarding argumentation. This study compares the effects of three different levels of argumentative scripts on learners’ argumentation knowledge and learning motivation. Results show that university freshmen in the context of mathematics seem to learn best when the argumentative script targets a medium level, scaffolding the sequence of social discourse, but not necessarily the construction of single arguments. Non-significant results regarding the effects on motivational variables speak against the concern that a too detailed structure of scripts may be detrimental for learning due to reduced learning motivation.
AB - Argumentative scripts for computer-supported collaborative learning are scaffolds that prompt learners to take over distributed roles and to move through a sequence of activities that specify an argumentative learning discourse. Argumentative scripts may lead to suboptimal effects on learning outcomes when their level of scaffolding does not fit learners’ prerequisites regarding argumentation. This study compares the effects of three different levels of argumentative scripts on learners’ argumentation knowledge and learning motivation. Results show that university freshmen in the context of mathematics seem to learn best when the argumentative script targets a medium level, scaffolding the sequence of social discourse, but not necessarily the construction of single arguments. Non-significant results regarding the effects on motivational variables speak against the concern that a too detailed structure of scripts may be detrimental for learning due to reduced learning motivation.
KW - argumentation
KW - CSCL script
KW - motivation
KW - scaffolding
KW - university students
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85118933165&partnerID=8YFLogxK
U2 - 10.1080/14703297.2021.1961098
DO - 10.1080/14703297.2021.1961098
M3 - Journal articles
AN - SCOPUS:85118933165
VL - 58
SP - 512
EP - 521
JO - Innovations in Education and Teaching International
JF - Innovations in Education and Teaching International
SN - 1470-3297
IS - 5
ER -