Learners who construct good single arguments individually are not always able to apply that competence in comparable collaborative tasks¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r2–r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In one study, learners scored high on constructing a single argument but could not apply it in a new comparable case. → Noroozi 2018 q2 i? Multiple studies found individual single-argument skill did not always transfer to collaborative problem-solving. → 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 study in which learners "score high on construction of a single argument" yet could not apply it in a new comparable case, illustrating that first-order scaffolding does not guarantee transfer.

"in a study by Noroozi et al. ( 2013), learners were found to score high on construction of a single argument, yet they were not able to put that into practice in a new comparable case."

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 · r2

The review attributes to several studies the convergent finding that "individual learners could construct good single arguments" without always applying this in comparable collaborative tasks, motivating measurement during actual discourse.

"Stegmann et al. ( 2007, 2012), Kollar et al. ( 2007), and Noroozi et al. ( 2013) all found that, although individual learners could construct good single arguments, they were not always able to apply this in a comparable collaborative problem-solving task."

Discussion¶

Related Claims¶

• Argumentation Improves Reasoning — related
• Unstructured LLM use risks cognitive offloading that displaces effortful thought and weakens argument construction — related
• Dialogic networks in classroom talk can dissolve into non-dialogic ones when task instructions and artifacts regain power over students — related