Technology-Enhanced Learning Environments to Support Students' Argumentation

Abstract

Technology-enhanced learning environments offer a range of features to facilitate active learning through evidence-based argumentation (e.g., Fabos & Young, 1999; Kollar et al., 2005; Marttunen & Laurinen, 2001; Pea, 1994; Roschelle & Pea, 1999; Schellens & Valcke, 2006). This chapter examines the affordances of these environments, the research behind their development, and the expected benefit of technology-enhanced argumentation. We discuss environments specifically developed for science education as well as other environments that have strong relevance for argumentation in science education. We organize our discussion around two main categories of support for argumentation: facilitating collaborative argumentation and facilitating the construction of individual arguments and contributions. After discussing representative features for supporting argumentation within online environments, we discuss the integration of subsets of these features within four environments in alignment with the specific pedagogical goals and theoretical commitments of their developers. Finally, we discuss future directions for research on argumentation and learning in technology-enhanced environments.