Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 550960
Title First- and second-order scaffolding of argumentation competence and domain-specific knowledge acquisition: a systematic review
Author(s) Valero Haro, A.; Noroozi, O.; Biemans, H.J.A.; Mulder, M.
Source Technology, Pedagogy and Education 28 (2019)3. - ISSN 1475-939X - p. 329 - 345.
DOI https://doi.org/10.1080/1475939X.2019.1612772
Department(s) Education and Learning Sciences
WASS
Publication type Refereed Article in a scientific journal
Publication year 2019
Abstract Results of research on intentions and effects of first- and second-order argument scaffolding of computer-supported collaborative argumentation competence development and domain-specific knowledge acquisition are ambivalent. A systematic review of research in secondary and higher education (SE and HE) has been conducted to clarify and synthesise these intentions and effects, thereby differentiating between communication type (synchronous–asynchronous) and group size. Empirical research with pre-post-test designs was included only. Using specific search terms, 527 articles were found; 19 of these met pre-set selection criteria. Results indicate that HE studies intended to foster argumentation knowledge and domain-specific knowledge acquisition (i.e. knowledge construction), and reported significant effects for both types of knowledge. SE studies, however, intended to foster argumentation behaviour and domain specific knowledge acquisition (i.e. learning by doing), and showed significant effects regarding the latter only. HE studies predominantly used asynchronous, and SE studies synchronous communication. Choice of group size was not explicitly justified.
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