Learning through collaborative argumentation

Clark A. Chinn, Douglas B. Clark

Research output: Chapter in Book/Report/Conference proceedingChapter

44 Scopus citations


When students are learning collaboratively, they may engage in a variety of di erent discourses. Students who are trying to understand a text may elaborate on each other’s statements about what the text means. Students solving mathematics problems may give each other answers or state a series of steps to follow. Another prominent form of discourse is argumentation, which involves taking positions, making claims, and giving reasons and evidence for claims that are made. O en, although not always, argumentation will involve some disagreement and participants will take and defend di erent positions. In this chapter, we discuss learning through a speci c form of this discourse, which we call collaborative argumentation.

Original languageEnglish (US)
Title of host publicationThe International Handbook of Collaborative Learning
PublisherTaylor and Francis
Number of pages19
ISBN (Electronic)9781136869556
ISBN (Print)9780415805735
StatePublished - Jan 1 2013

ASJC Scopus subject areas

  • Social Sciences(all)


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