Abstract
Abstract This article focuses on the analysis of secondary school students’ argumentative interactions in England and Finland, within specific face‐to‐face and computer‐based environments. We propose that a combination of learning environments, in conjunction with teacher input and support, is important for developing argumentation skills in the classroom. Face‐to‐face argumentation, in particular, offers ample opportunity for concentrating on the quality (through deeper exploration) of arguments; such learning can enhance the construction of well‐structured arguments often associated with some computer‐based environments, such as synchronous computer chat.
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