Experiences of the Use of Argumentation Visualisation in Secondary Schools

Argument visualisation refers to graphical or other non-verbal means of making reasoning chains and conclusions explicit. Constructing argument diagrams is one way to visualise argumentation. The solving of ill-structured problems, commonly related to societal and educational questions, can be facilitated by a visual depiction of the variety of viewpoints relevant to the problem in hand, and the arguments used to support different solutions. In this study 7 male and 10 female Finnish secondary school students were set the task of constructing and elaborating an argument diagram on the issue of genetically modified organisms (GMO). The task proceeded in three successive phases using a network-based tool. The students constructed their first diagram on the basis of their previous knowledge on GMO, modified it after having read three articles on the theme, and finalised the diagram after they had engaged in a dyadic chat debate on the same theme. The diagrams were analysed for shape and content. The results showed that the students’ final diagrams included the greatest amount of argument boxes, the broadest and longest chains of argument, and the greatest number of topics relevant to the theme. The most evident change was observed after the students had read three articles on the topic. The results suggest that the students deepened and broadened their knowledge on the theme during the course. It was concluded that by means of alternate phases of reading, discussion and reflection secondary school students’ knowledge and thinking can be elaborated, thereby fostering their learning.