How students structure and relate argumentative knowledge when learning together with diagrams

Abstract

When students learn together by discussing a topic, they sometimes are asked to construct an argumentative diagram. An argumentative diagram consists of boxes with arguments and arrows that relate these boxes. Constructing argumentative diagrams can be especially useful for structuring and relating argumentative knowledge. However, students do not always seem to use a diagram’s structure and relations to their benefit. To focus on structure and relations, 46 secondary school students were asked to either label the boxes in a diagram with argumentative labels such as ‘argument in favor’ and ‘rebuttal’, or to label the arrows with more causal labels such as ‘but’, and ‘because’. The students discussed two topics in dyads using a computer environment with chat and diagram. Then a post-test was given to assess their opinion and arguments. We found no difference between conditions in the extent to which students broadened and deepened their discussion. However, students who labeled the arrows contrasted subtopics more. The students who contrasted subtopics more showed better results on the post-test. Instruction and diagram design can thus influence students’ discussion, although the general results also show us that students need more instruction and reflection to optimally benefit from argumentative diagrams.