Collaborative argumentation as collective knowledge building and consensus seeking¶

Theory · All theories
Evidence · 2 claims (2 for) · 2 studies (2 review), q2 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

The primer frames collaborative argumentation as "a process in which students actively build knowledge and consensus through critical thinking and communicating with others". Drawing on knowledge-building theory (Scardamalia & Bereiter, 2014), it treats argumentation as a discourse process communities use to determine the most plausible explanation when more than one exists, emphasizing collective responsibility for co-constructing knowledge rather than winning arguments. Teachers are advised to introduce it as learning together and understanding the world rather than persuading.

Design Implications¶

Context¶

Requirements¶

• Appropriate structure and context so students feel heard, evaluate claims, and reach agreement

Constraints¶

• The primer notes argumentation takes more time than direct instruction methods, so teachers often avoid argumentation assignments

Target Learners¶

• Middle school and secondary STEM students

Target Learning Objectives¶

• Scientific knowledge building
• Critical thinking
• Collaborative reasoning and communication

Claims¶

• Arguing To Consensus Fosters Integration [+M]
• Collaborative argumentation benefits students' motivation, content learning, domain argumentation, transferable argumentation skills, and knowledge-building practices [+W]

Related Theories¶

Examples¶

• Foster a classroom culture of critical thinking through collective responsibility, trust norms, multiple perspectives, scaffolding, and frequent argumentation opportunities
• Consensus Building
• Consensus Discussion
• Argumentation
• Debate for the Opposite Team

Key Sources¶

• Schank, P., Barth, C., Crawford, V., and Fusco, J. (2025, May). Collaborative Argumentation for Learning. Digital Promise. https://doi.org/10.51388/20.500.12265/251