Learning through collaborative argumentation

Clark A. Chinn, Douglas B. Clark

Research output: Chapter in Book/Report/Conference proceedingChapter

44 Scopus citations

Abstract

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
Pages314-332
Number of pages19
ISBN (Electronic)9781136869556
ISBN (Print)9780415805735
DOIs
StatePublished - Jan 1 2013

ASJC Scopus subject areas

  • Social Sciences(all)

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