Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments

By J. Andriessen, Michael J. Baker, Dan Suthers. 2003

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Citations in the corpus

Explanation in Human-AI Systems: A Literature Meta-Review, Synopsis of Key Ideas and Publications, and Bibliography for Explainable AI (2019, background): “and mechanistic explanations) can help support faster learning and better understanding of complex concepts. A number of other researchers have discussed aspects of learning relevant to explanation. (Andriessen, 2002; Bjork et al., 2013; Doumas and Hummel, 2005; Falkenhainer, 1990; Facione and Gitte”
A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts (2010, background): “Engaging in what Andriessen calls collaborative argumentation (2007) is an important part of how students learn: In argumentation.”
Technology in Support of Collaborative Learning (2007, background): “Referring to Andriessen, Baker, and Suthers (2003) and Bereiter (2002), Wegerif (2006) emphasized the historical shift in work and life practices.”
Moving Beyond Paradoxes: Understanding Chinese Learners and Their Teachers (2010, neutral): “argumentation (Andriessen, 2006), scientific inquiry (Linn, Lee, Tinker, Husic, & Chiu, 2006), and knowledge building (Bereiter & Scardamalia, 2006; Scardamalia & Bereiter, 2003).”
The Use of Argument Maps as an Assessment Tool in Higher Education (2016, background): “Regardingthe in ﬂ uence of diagrams and maps on argumentative interactions, Suthers (2003) found no signi ﬁ cant in ﬂ uence on the depth of the interaction, whereas Munneke et al. (2007) described the argumentative activity taking place as result of a diagramming scaffold as “ not really…”
The Effects of Monological and Dialogical Argumentation on Concept Learning in Evolutionary Theory (2007, background): “Many practitioners and researchers have identified argumentative practices in the classroom as an important means of improving students understanding of subject matter (eg, Baker, 2003; De Vries, Lund, & Baker, 2002; Duschl & Osborne, 2002; Mason, 2001; Nussbaum & Sinatra, 2003; Schwarz, 2003; Schwa”
Teaching and Learning Argumentative Reading and Writing: A Review of Research (2011, background): “Researchers have also examined the use of computerscaffolding graphic organizer, mind-mapping, or script prompt tools that serve to scaffold and/or visually organize arguments (Andriessen et al., 2003; Erduran & Jiménez-Aleixandre, 2008; Kirschner, Shum, & Carr, 2003; Pinkwart & McLaren, in press; S”