Scaffolding online argumentation during problem solving.
In this study, constraint-based argumentation scaffolding was proposed to facilitate online argumentation performance and ill-structured problem solving during online discussions. In addition, epistemological beliefs were presumed to play a role in solving ill-structured diagnosis-solution problems....
| Publicado en: | Journal of Computer Assisted Learning Vol. 23; no. 2; pp. 95 - 111 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2007
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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=105269986&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105269986 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2007 vid: 23 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105269986 105269986 2010457720 10.1111/j.1365-2729.2006.00206.x 105269986 ppf: 95 ppct: 16 formats: tig: atl: Scaffolding online argumentation during problem solving. aug: au: Oh S Jonassen D affil: Researcher, Korea Institute of Curriculum & Evaluation, 25-1, Seoul 110-230, Korea. Email: scoh@kice.re.kr sug: subj: Education, Non-Traditional Electronic Bulletin Boards Problem Solving Problem-Based Learning Analysis of Variance Attitude Measures Colleges and Universities Descriptive Statistics Education, Baccalaureate Female Human kappa Statistic Male Questionnaires Repeated Measures Step-Wise Multiple Regression Student Attitudes Students, College Teachers Education Univariate Statistics Young Adult Female Male ab: In this study, constraint-based argumentation scaffolding was proposed to facilitate online argumentation performance and ill-structured problem solving during online discussions. In addition, epistemological beliefs were presumed to play a role in solving ill-structured diagnosis-solution problems. Constraint-based discussion boards were implemented to scaffold pre-service teachers' online discussions about behaviour management (diagnosis-solution) problems. The scaffolded discussion group generated more evidence notes and also generated more hypothesis messages and hypothesis testing messages as well as problem space construction messages. There was a relationship between epistemological beliefs and ill-structured problem solving. Simple knowledge, omniscient authority, and fixed ability significantly predicted problem-solving performance. A significant negative relationship between simple knowledge and individual problem-solving performance was found. This implies that individuals who believe in simple knowledge may be less inclined to explore more solution alternatives. However, contrary to prediction, omniscient authority and fixed ability beliefs were positively associated with problem-solving processes. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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