Argumentation and Knowledge Construction

Abstract

We examine the role of argumentation in knowledge construction during computer-supported collaborative learning (CSCL). We describe the history and development of argumentation research from early precursors to the examination of argumentation in everyday life. We also present the development of tools and methods that have been applied for the empirical investigation of argumentation in CSCL. In presenting the state of the art of research on argumentation and knowledge construction, we include studies of reflective interactions and the analysis of "uptake events" in conversation. We also analyze argumentative knowledge construction in online contexts and science education. We discuss the debate on the extent to which argumentation supports the development of domain-specific or domain-general knowledge. In concluding, we point to some potential future development in research on argumentation and knowledge construction, such as the consideration of additional influencing factors like social context or emotions.