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Title: Scaffolding Argumentation Competence: The Shift from First to Second Order Skill Acquisition
Authors: Noroozi, Omid
Kirschner, Paul A.
Biemans, Harm J. A.
Mulder, Martin
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Noroozi, O., Kirschner, P. A., Biemans, H. J., & Mulder, M. (2014). Scaffolding Argumentation Competence: The Shift from First to Second Order Skill Acquisition. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1569-1570.
Abstract: This conceptual article argues that the focus of research on argument-scaffolds should shift from first-order towards second-order scaffolding. If learners acquire argumentation skills and learn to self-direct argumentation activities, they also engage in epistemic discussions with partners that help them acquire knowledge, correct false viewpoints and refine misunderstanding. This article presents a 3-step guideline for second- order argument-scaffolding, namely (1) diagnosis of internal argumentative script, (2) adaptive external support, and (3) adaptive fading of external support.
Appears in Collections:ICLS2014

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