Article,

Construction of Collective and Individual Knowledge in Argumentative Activity

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The Journal of the Learning Sciences, (2002)

Abstract

We report on a study on construction of knowledge through successive argumentative activities. 120 Grade 5 students filled first a questionnaire to express individually their standpoint on a controversial issue. They then engaged in argumentative talk in triads, having at their disposal databases presenting information on the issue. Individuals filled then the questionnaire again. The triads went on in their argumentative talk. In one group (G1, N1=60), triads used a computerized tool, the argumentative map, to represent viewpoints and reasons supporting them. In the second group (G2, N2=60), triads used a two-column table for inserting "pro …(more)

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