Empowering argumentation in the science classroom with a complex CSCL environment

Abstract

Understanding the significance of argumentation in the learning and doing of science, the community of computer-supported collaborative learning has developed an increasing interest in argumentation. To empower the teaching and learning of science in real classrooms, a collaborative argumentation tool (called AppleTree) embedding three scaffolding mechanisms, namely, dual representational and interactional spaces, automated assessment for learning, and staged-based collaboration scripts, has been designed and developed using a design research approach. This paper presents the design rationale of the system and its realized prototype. A pilot study in a secondary science grade 1class is also reported. Preliminary data analysis results point towards validation of the effectiveness of the system on empowering learning and its usability.