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Title:
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CHAT DEBATE AND ARGUMENT DIAGRAMS IN COMPUTER-BASED COLLABORATIVE LEARNING |
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Author(s):
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Miika Marttunen , Leena Laurinen |
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ISBN:
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972-8924-22-4 |
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Editors:
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Kinshuk, Demetrios G Sampson, J. Michael Spector and Pedro Isaías |
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Year:
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2006 |
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Edition:
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Single |
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Keywords:
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computer-supported collaborative learning, debate, argumentation, argument visualization, secondary education |
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Type:
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Full Paper |
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First Page:
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91 |
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Last Page:
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100 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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n the study 17 secondary school students practised argumentation with Internet tools during two 90 minute lessons. In the first lesson they constructed an individual argument diagram on the question whether the production of genetically modified organisms (GMO) should be allowed. After reading three articles on GMO the students improved their individual diagrams. In the second lesson, the students engaged in dyadic chat debates on GMO and then reflected on the debate by constructing a collaborative argument diagram on their discussion. Finally, the students finished up their individual diagrams. The study seeks to clarify a) what kind of modifications did the students make to their diagrams after the debate and reflection, and b) to what extent are the modifications associated with the texts the students read, students debate, and their reflection of the debate? The students modifications were classified into 1) revisions and replacements, 2) counterarguments, 3) extensions, 4) new arguments or counterarguments, and 5) minor modifications (spelling corrections; compacted wording etc.). A majority (71 of 98) of the modifications changed the argumentative content of the diagram (categories 1, 2, 3, and 4) while 27 modifications were only minor in nature. From the 71 modifications concerning the argumentative content 12 were associated with the texts only, 15 with the students collaboration only (debate, collaborative diagram, or both), 30 with both the texts and collaboration, and 14 modifications were based on students general knowledge of the world. The study suggests that reading followed by debate and collaborative working on argument diagrams not only encourages students to elaborate their previous ideas but also helps them to create new ideas and arguments. |
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