Research has addressed what instructional conditions may inhibit or promote scientific argumentation. Little research, however, has paid attention to interpersonal factors that influence collaborative argumentation. The present study examines the ways interpersonal factors affected group dynamics, which influence the features of collaborative…

The authors describe several types of classroom assessment techniques (CATs) and cognitive scaffolding procedures that they have developed over the years. They then bring the procedures together in a sample lecture/group learning class presentation.