Scaffolding Argumentation Competence: The Shift from First to Second Order Skill Acquisition

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.