Using argument representations to make thinking visible for individuals and groups

Abstract

This paper describes how an argument representation tool called SenseMaker has been used to promote science learning with middle school science students during a debate activity. The argumentation tool is one component of the Knowledge Integration Environment (KIE) Internet-based learning suite for science education. The argument representations make student thinking visible during individual and collaborative activities in the classroom. The paper elaborates on how the cognitive mechanisms and learning goals shaped the design of the SenseMaker software and presents results from several formative classroom trials of the tool. Student arguments vary based on their epistemological beliefs about the nature of science. Students report using the SenseMaker tool to support both individual and collaborative learning during their classroom projects.