Promoting student argumentation by computer-supported instructional methods

Abstract

This study examined how general upper secondary school students engage in argumentation in computer-supported learning environments. The study also examined how well different instructional methods, supported by network tools, promote students’ argumentation skills. Further, the study sought to clarify what factors are associated with students’ argumentation. Two teaching experiments were included in the curriculum. In the first experiment, students (n = 17) engaged in dyadic argumentation by combining structured and ordinary chat discussions with argument visualisation. In the second experiment, students (n = 27) engaged in face-to-face dyadic argumentation and ordinary computer chat in a role play design in which they defended either their personal standpoint or a standpoint assigned to them. In Teaching experiment 1, the data comprised 16 dyadic chat discussions, 16 argument diagrams, and 16 feedback questionnaires on the use of various computer tools. In Teaching experiment 2, the data comprised 12 dyadic face-to-face discussions and 12 chat discussions. Data were analysed using both qualitative and quantitative methods. The results showed that students were able to engage in constructive and critical argumentation in both computer-based and face-to-face environments. The students constructed arguments and counterarguments in about one third of their speech turns, dealt with disagreements constructively during their discussions and were able to analyse the salient argumentative content of their chat discussion and capture its argumentative structure in diagrams. The environmental topics (vivisection, nuclear power, genetically modified organisms) set for discussion generated critical argumentation, and the use of network tools made for greater equality in argumentative communication between females and males. The results also showed that female students, more than male students, preferred to defend a standpoint in line with their personal opinion on the topic. Finally, the study showed that argument visualisation, structuring a discussion by argumentation templates, and role play are viable instructional methods to support student argumentation.