As educators push for students to learn science by doing science, there is a need for computational scaffolding to assist students' evaluation of scientific evidence and argument building. In this paper, we present a pilot study of SciNote, a CSCL tool allowing educators to integrate third-party software into a flexible and collaborative workspace. We explore how SciNote enables teams to build data-driven arguments during inquiry-based learning activities.
@article{arxiv.2105.06269,
title = {SciNote: Collaborative Problem Solving and Argumentation Tool},
author = {Janet Rafner and Arthur Hjorth and Carrie Weidner and Shaeema Zaman Ahmed and Christian Poulsen and Clemens Klokmose and Jacob Sherson},
journal= {arXiv preprint arXiv:2105.06269},
year = {2021}
}