Computer-supported argument scaffolds improve argumentation within the scaffolded task, but argumentation does not mediate effects on domain-specific knowledge acquisition¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A meta-analysis found argument scaffolds successful at enhancing argumentation in the particular learning task. → Noroozi 2018 q2 i? The same meta-analysis found argumentation does not mediate intervention effects on domain-specific knowledge acquisition. → Noroozi 2018 (2)

Evidence¶

Noroozi 2018¶

Noroozi, O., Kirschner, P. A., Biemans, H. J. A., & Mulder, M. (2018). Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading. Educational Psychol Rev, 30, 153–176. https://doi.org/10.1007/s10648-017-9400-z

q2 · i? · theoretical · r3

The review reports a meta-analysis by Wecker and Fischer showing argument scaffolds succeed at their most proximal goal, "enhanc ing argumentation in the particular learning task"; no effect size is printed.

"A meta-analysis review by Wecker and Fischer ( 2014) showed that computer-supported argument scaffolds are successful with respect to their most proximal goal of enhanc ing argumentation in the particular learning task."

Noroozi 2018 (2)¶

Noroozi, O., Kirschner, P. A., Biemans, H. J. A., & Mulder, M. (2018). Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading. Educational Psychol Rev, 30, 153–176. https://doi.org/10.1007/s10648-017-9400-z

q2 · i? · theoretical · r3

The same meta-analysis, as reported by the review, found that "argumentation does not mediate the effects of interventions on domain- specific knowledge acquisition", against the theoretical assumption the authors describe. No effect size is printed.

"this meta-analysis also showed that argumentation does not mediate the effects of interventions on domain- specific knowledge acquisition"

Discussion¶

Related Claims¶

• Prompts and scaffolds for paraphrasing, criticizing, questioning, and synthesizing arguments produce significantly more domain-specific and domain-general knowledge — related
• Argumentation Improves Reasoning — related
• In Experiment 1, the CSCL script condition significantly affected domain-specific MAS, with only the maximal script significantly outperforming the minimal script — related