The effect of a graph-oriented computer-assisted project-based learning environment on argumentation skills.
The purpose of this quasi-experimental study was to explore how seventh graders in a suburban school in the United States developed argumentation skills and science knowledge in a project-based learning environment that incorporated a graph-oriented, computer-assisted application. A total of 54 stud...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 1; pp. 32 - 59 |
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| Autores principales: | , , , |
| Formato: | research randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103870735&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103870735 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2015 vid: 31 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 103870735 100273837 10.1111/jcal.12080 103870735 ppf: 32 ppct: 27 formats: tig: atl: The effect of a graph-oriented computer-assisted project-based learning environment on argumentation skills. aug: au: Hsu, P.-S. Van Dyke, M. Chen, Y. Smith, T.J. affil: Department of Educational Technology, Research and Assessment, Northern Illinois University sug: subj: Computer-Assisted Instruction Graphics Learning Environment Dissent and Disputes Education Science Education Knowledge Evaluation Outcomes of Education Quasi-Experimental Studies United States Child Suburban Areas Human Randomized Controlled Trials Audiorecording Analysis of Variance Multivariate Analysis of Variance Qualitative Studies Child: 6-12 years ab: The purpose of this quasi-experimental study was to explore how seventh graders in a suburban school in the United States developed argumentation skills and science knowledge in a project-based learning environment that incorporated a graph-oriented, computer-assisted application. A total of 54 students (three classes) comprised this treatment condition and were engaged in a project-based learning environment that incorporated a graph-oriented, computer-assisted application, whereas a total of 57 students (three classes) comprised the control condition and were engaged in a project-based learning environment without this graph-oriented, computer-assisted application. Verbal collaborative argumentation was recorded and the students' post essays were collected. A random effects analysis of variance ( ANOVA) was conducted and a significant difference in science knowledge about alternative energies between conditions was observed. A multivariate analysis of variance ( MANOVA) was conducted and there was a significant difference in counterargument and rebuttal skills between conditions. A qualitative analysis was conducted to examine how the graph-oriented, computer-assisted application supported students' development of argumentation skills and affected the quality of collaborative argumentation. The difference in argumentation structure and quality of argumentation between conditions might explain a difference in science knowledge as well counterargument and rebuttal skills (argumentation) between both conditions. This study concluded that a project-based learning environment incorporating a graph-oriented, computer-assisted application was effective in improving students' science knowledge and developing their scientific argumentation skills. pubtype: Academic Journal doctype: research randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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