Abstract

Collaborative argumentation in education, where students work together to construct and critique arguments, is an important social practice in many disciplines and can also develop conceptual understanding. This article addresses the evolution of my research agenda on collaborative argumentation from just scaffolding the generation of counterarguments and rebuttals in students’ discourse toward what I call critical, integrative argumentation (CIA). The CIA framework involves teaching students to ask critical questions to assess the strength and cogency of arguments. It also involves generating, in addition to conventional refutations, integrative refutations that (a) weigh costs and benefits (or for scientific arguments, the evidence for and plausibility of alternative models), or (b) involve design arguments (or for scientific arguments, the integration of multiple factors and constraints). Issues related to terminology, instruction, student learning progressions, teachers’ professional learning, public discourse, and the need to teach complex, critical thinking to students are discussed.

摘要

在学生中，学生们共同努力构建和批判性论证的协作论证是许多学科中的重要社会实践，也可以发展概念性理解。本文讨论了我关于协作论证的研究议程的演变，从仅仅支持在学生的话语中产生反驳和反驳到我所说的批评性，综合论证（CIA）。CIA框架涉及教学生提出关键问题，以评估论点的力量和说服力。除常规驳斥外，它还涉及以下方面的综合驳斥：（a）权衡成本和收益（或就科学论证，替代模型的证据和合理性），或（b）涉及设计论点（或就科学论证，多种因素和约束的整合）。讨论了与术语，指导，学生的学习进度，教师的专业学习，公共话语以及向学生教授复杂的批判性思维的需求有关的问题。