A Conceptual Framework for Scaffolded Argumentative Interaction in Problem Solving

• In Event: Instructional Technology SIG: Promoting Higher-Order Learning Through Scaffolding and K-12 Technology Integration Projects

Abstract

The design of scaffolded learning environments for argumentation is a relatively new focus of research within the instructional technology community. Until now, only a few instructional design models and instructional strategies for facilitating argumentation have been available. In this paper, the researcher analyzes the components and processes of argumentation in collaborative problem solving contexts. Then, the researcher reviews studies addressing how learners have overcome difficulties in argumentation by utilizing any provided scaffolding. Based on the analysis, this paper offers a theory-based conceptual framework that identifies principles to guide future research regarding scaffolded argumentation environments.

Author

• Hyun S. Kim, University of Georgia