Fostering argumentation skills in mathematics with adaptable collaboration scripts: only viable for good self-segulators?
Argumentation scripts have been proposed as an effective means to structure students’ argumentation and to support their acquisition of argumentation skills. Yet, argumentation scripts run the danger of overscripting students’ argumentation. A possible solution might be to offer adaptable argumentat...
| Main Authors: | , , , , , |
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| Format: | Book Section |
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International Society of the Learning Sciences
2015
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| Online Access: | https://eprints.nottingham.ac.uk/52688/ |
| _version_ | 1848798786250342400 |
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| author | Vogel, Freydis Kollar, Ingo Ufer, Stefan Reichersdorfer, Elisabeth Reiss, Kristina Fischer, Frank |
| author2 | Lindwall, Oskar |
| author_facet | Lindwall, Oskar Vogel, Freydis Kollar, Ingo Ufer, Stefan Reichersdorfer, Elisabeth Reiss, Kristina Fischer, Frank |
| author_sort | Vogel, Freydis |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Argumentation scripts have been proposed as an effective means to structure students’ argumentation and to support their acquisition of argumentation skills. Yet, argumentation scripts run the danger of overscripting students’ argumentation. A possible solution might be to offer adaptable argumentation scripts that allow students to adjust the script to their own needs. This study compares the effects of three argumentation scripts (high structured vs. low structured vs. adaptable) on students’ argumentation skills. Furthermore, we investigate to what extent students’ self-regulation skills influence the acquisition of argumentation skills in the three conditions. N = 109 math students were randomized to the three treatment conditions and worked in dyads on mathematical proof tasks in a CSCL environment. Students’ argumentation skills increased between pre- and post-tests with comparable gains in all three conditions. Only for students learning with the adaptable argumentation script, self-regulation skills were a significant positive predictor for argumentation skills. |
| first_indexed | 2025-11-14T20:25:18Z |
| format | Book Section |
| id | nottingham-52688 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T20:25:18Z |
| publishDate | 2015 |
| publisher | International Society of the Learning Sciences |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-526882020-05-04T17:09:26Z https://eprints.nottingham.ac.uk/52688/ Fostering argumentation skills in mathematics with adaptable collaboration scripts: only viable for good self-segulators? Vogel, Freydis Kollar, Ingo Ufer, Stefan Reichersdorfer, Elisabeth Reiss, Kristina Fischer, Frank Argumentation scripts have been proposed as an effective means to structure students’ argumentation and to support their acquisition of argumentation skills. Yet, argumentation scripts run the danger of overscripting students’ argumentation. A possible solution might be to offer adaptable argumentation scripts that allow students to adjust the script to their own needs. This study compares the effects of three argumentation scripts (high structured vs. low structured vs. adaptable) on students’ argumentation skills. Furthermore, we investigate to what extent students’ self-regulation skills influence the acquisition of argumentation skills in the three conditions. N = 109 math students were randomized to the three treatment conditions and worked in dyads on mathematical proof tasks in a CSCL environment. Students’ argumentation skills increased between pre- and post-tests with comparable gains in all three conditions. Only for students learning with the adaptable argumentation script, self-regulation skills were a significant positive predictor for argumentation skills. International Society of the Learning Sciences Lindwall, Oskar Häkkinen, Päivi Koschmann, Timothy Tchounikine, Pierre Ludvigsen, Sten 2015-07-01 Book Section PeerReviewed Vogel, Freydis, Kollar, Ingo, Ufer, Stefan, Reichersdorfer, Elisabeth, Reiss, Kristina and Fischer, Frank (2015) Fostering argumentation skills in mathematics with adaptable collaboration scripts: only viable for good self-segulators? In: Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015. International Society of the Learning Sciences, Gothenburg, Sweden, pp. 576-580. ISBN 9780990355076 Collaboration scripts; Argumentation; Mathematics https://www.isls.org/cscl2015/papers/CSCL2015ProceedingsVolume2.pdf https://repository.isls.org/handle/1/469 https://repository.isls.org/handle/1/469 |
| spellingShingle | Collaboration scripts; Argumentation; Mathematics Vogel, Freydis Kollar, Ingo Ufer, Stefan Reichersdorfer, Elisabeth Reiss, Kristina Fischer, Frank Fostering argumentation skills in mathematics with adaptable collaboration scripts: only viable for good self-segulators? |
| title | Fostering argumentation skills in mathematics with adaptable collaboration scripts: only viable for good self-segulators? |
| title_full | Fostering argumentation skills in mathematics with adaptable collaboration scripts: only viable for good self-segulators? |
| title_fullStr | Fostering argumentation skills in mathematics with adaptable collaboration scripts: only viable for good self-segulators? |
| title_full_unstemmed | Fostering argumentation skills in mathematics with adaptable collaboration scripts: only viable for good self-segulators? |
| title_short | Fostering argumentation skills in mathematics with adaptable collaboration scripts: only viable for good self-segulators? |
| title_sort | fostering argumentation skills in mathematics with adaptable collaboration scripts: only viable for good self-segulators? |
| topic | Collaboration scripts; Argumentation; Mathematics |
| url | https://eprints.nottingham.ac.uk/52688/ https://eprints.nottingham.ac.uk/52688/ https://eprints.nottingham.ac.uk/52688/ |