First- and second-order scaffolding of argumentation competence and domain-specific knowledge acquisition: a systematic review. Issue 3 (27th May 2019)

• Record Type: Journal Article
• Authors: Valero Haro, Anahuac; Noroozi, Omid; Biemans, Harm; Mulder, Martin
• Is Part Of: Technology, pedagogy and education. Volume 28:Issue 3(2019)
• Page Start: 329
• Page End: 345
• Publication Date: 2019-05-27
• Subjects: Argumentation -- scaffolding -- computer-supported collaborative learning -- computer-supported argumentation -- effect; Educational technology -- Great Britain -- Periodicals; Teachers -- Training of -- Great Britain -- Computer-assisted instruction -- Periodicals; Teachers -- Training of -- Great Britain -- Periodicals; 371.33
• DOI: 10.1080/1475939X.2019.1612772
• Languages: English
• ISSNs: 1475-939X

Abstract

ABSTRACT: Results of research on intentions and effects of first- and second-order argument scaffolding of computer-supported collaborative argumentation competence development and domain-specific knowledge acquisition are ambivalent. A systematic review of research in secondary and higher education (SE and HE) has been conducted to clarify and synthesise these intentions and effects, thereby differentiating between communication type (synchronous–asynchronous) and group size. Empirical research with pre-post-test designs was included only. Using specific search terms, 527 articles were found; 19 of these met pre-set selection criteria. Results indicate that HE studies intended to foster argumentation knowledge and domain-specific knowledge acquisition (i.e. knowledge construction), and reported significant effects for both types of knowledge. SE studies, however, intended to foster argumentation behaviour and domain specific knowledge acquisition (i.e. learning by doing), and showed significant effects regarding the latter only. HE studies predominantly used asynchronous, and SE studies synchronous communication. Choice of group size was not explicitly justified.