Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1040
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dc.contributor.authorNoroozi, Omid
dc.contributor.authorKirschner, Paul A.
dc.contributor.authorBiemans, Harm J. A.
dc.contributor.authorMulder, Martin
dc.date.accessioned2018-05-21T22:08:51Z
dc.date.accessioned2019-01-22T19:41:54Z-
dc.date.available2018-05-21T22:08:51Z
dc.date.available2019-01-22T19:41:54Z-
dc.date.issued2014-06
dc.identifier.citationNoroozi, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2014.1569
dc.identifier.urihttps://repository.isls.org//handle/1/1040-
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.titleScaffolding Argumentation Competence: The Shift from First to Second Order Skill Acquisitionen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS2014

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