Use chat-based GenAI as a partner for students to practice argumentation and scientific claims, especially in larger courses¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 4 studies (2 causal, 1 quant-synthesis, 1 qualitative), q1–q3 · 2 of 4 report an effect size · 2 claims rest on one study

Description¶

The authors recommend using chat-based GenAI as a practice partner for argumentation skills. They state the study "has important implications for future research and practice on using chat-based GenAI as a partner for students to practice the knowledge and skills connected to argumentation and scientific claims, especially in larger courses or broader audiences". The strategy positions the AI as a conversational partner supporting learners' argumentation practices rather than as an authority.

Design Implications¶

Context¶

Requirements¶

• A chat-based GenAI tool available to students as an interaction partner

Constraints¶

• GenAI's tendency to provide definitive answers unsupported by evidence must be managed

Target Learners¶

• Students in larger courses or broader audiences

Target Learning Goals¶

• Argumentation
• Evaluating scientific claims

Claims¶

• Human–GenAI collaborative interactions show promise for supporting metacognition and sociometacognition, based on an exploratory expert case study [+W]
• Argumentation Improves Reasoning [+M]
• Trained students engage in more conversational turns with the GenAI tool [+M]

Related Strategies¶

• Chatgpt 35 Collaborative Sensemaking Partner
• Pair students to alternate presenting work and critically commenting on a partner's work to support each CRITO stage

Examples¶

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Key Sources¶

• Borge, M., Smith, B.K. & Aldemir, T. (2024). Using generative ai as a simulation to support higher-order thinking. Intern. J. Comput.-Support. Collab. Learn 19, 479–532. https://doi.org/10.1007/s11412-024-09437-0