Young Researcher Track Proceedings

This paper focuses on argumentative diagrams for computer-supported collaborative argumentation-based learning. Thirty pairs of students discussed two cases on the topic of Genetically Modified Organisms (GMOs) via the computer. They communicated via chat. Pairs of students were either asked to collaboratively construct a diagram using argumentative labels to describe the boxes in the diagram, to construct a diagram using argumentative labels to describe the arrows between the boxes, or to collaboratively write a text without using labels. The collaborative process of discussing the topic and constructing the representation (diagram or text) was analysed on how broad and deep students explore the topic of GMOs. Special attention was given to the way students resolve controversy and relate different aspects of the topic under discussion. Preliminary results show that students do not discuss the labels very often and overall are not more aware of controversies and relations in their arguments. They are mostly focused on finishing the diagram or text. Further results will be discussed in Amsterdam.