Implementation of Web-based argumentation in facilitating elementary school students to learn environmental issues.
This research develops a Web-based argumentation system named the Web-based Interactive Argumentation System ( WIAS). WIAS can provide teachers with the scaffolding for argumentation instruction. Students can propose their statements, collect supporting evidence and share and discuss with peers onli...
| Publicado en: | Journal of Computer Assisted Learning Vol. 30; no. 5; pp. 479 - 497 |
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| Formato: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Oct2014
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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=103885873&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103885873 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2014 vid: 30 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 103885873 97850984 10.1111/jcal.12061 103885873 ppf: 479 ppct: 18 formats: tig: atl: Implementation of Web-based argumentation in facilitating elementary school students to learn environmental issues. aug: au: Wang, T.H. affil: Department of Education and Learning Technology, National Hsinchu University of Education sug: subj: Dissent and Disputes Education Learning Methods Communication Education Computer-Assisted Instruction Teaching Methods Environmental Health Education Human Quasi-Experimental Studies Pretest-Posttest Design Descriptive Statistics Students, Elementary Female Male Random Assignment Achievement Tests Summated Rating Scaling Coefficient alpha T-Tests Data Analysis Software Analysis of Covariance Funding Source Female Male ab: This research develops a Web-based argumentation system named the Web-based Interactive Argumentation System ( WIAS). WIAS can provide teachers with the scaffolding for argumentation instruction. Students can propose their statements, collect supporting evidence and share and discuss with peers online. This research adopts a quasi-experimental design, applying WIAS to the teaching of environmental issues, including mudslides, global warming and nuclear power. Fifty-seven elementary school fifth graders from two classes participated in this research. With each class as a unit, they were divided into the WIAS group ( n = 30) and the traditional argumentation instruction ( TAI) group ( n = 27). Before research, all students took the pre-test of the 'achievement test for environmental issues ( ATEI)' and the 'environmental literacy scale ( ELS).' Then all students received argumentation training and six classes of argumentation instruction. Students in the WIAS group performed argumentation in the WIAS, while those in the TAI group performed argumentation in a traditional classroom. After the six-class argumentation instruction, all students took the post-test of the ATEI and ELS. The results show that students in the WIAS group have significantly better learning effectiveness than those in the TAI group. Students in the WIAS group also exhibited significantly better improvement in their environmental literacy. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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