Scripting Argumentative Text Analysis and Response Generation in ScALE

Asynchronous Brief Paper ID: 61367
  1. aaa
    Tsering Wangyal
    National Institute of Education, Singapore
  2. aaa
    Seng Chee Tan
    National Institute of Education, Singapore

Abstract: Argumentation is a critical aspect of human life and is a highly valued skill (Kuhn et al., 2008; Scheuer et al., 2010). In education, it serves as an important means of fostering learning in various disciplines (Asterhan & Schwarz, 2016; Erduran et al., 2015; Glassner, 2017). Studies have shown that adopting argumentation as a pedagogical approach positively affects student learning, especially in acquiring domain-specific knowledge and promoting critical thinking (Andriessen, 2006; Noroozi et al., 2012; Osborne, 2010). However, despite the increased emphasis on including argumentation practices in the curriculum, research has shown that students’ learning of this skill has been inadequate and deficient (Crowell & Kuhn, 2014; Reznitskaya et al., 2007). This study examines whether scaffolding the argument analysis and response generation process in a computer-supported argumentation (CSA) environment through the use of active in-situ guidance scripts can help improve student competency in performing these tasks. It is premised on the Script Theory of Guidance (Fischer et al., 2013) and on the conception that the repeated use of these scripts will result in the development of their competency to perform these tasks independently. A learning environment called Scaffolded Argumentation Learning Environment (ScALE) was developed specifically for the study. The preliminary findings of this study will be shared along with the important features of ScALE.

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