A cross-cultural study of the effect of a graph-oriented computer-assisted project-based learning environment on middle school students' science knowledge and argumentation skills.
The purpose of this mixed-methods study was to explore how seventh graders in a suburban school in the United States and sixth graders in an urban school in Taiwan developed argumentation skills and science knowledge in a project-based learning environment that incorporated a graph-oriented, compute...
| Publicado en: | Journal of Computer Assisted Learning Vol. 32; no. 1; pp. 51 - 77 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2016
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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=112158298&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 112158298 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2016 vid: 32 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 112158298 112158298 112158298 10.1111/jcal.12118 112158298 ppf: 51 ppct: 26 formats: tig: atl: A cross-cultural study of the effect of a graph-oriented computer-assisted project-based learning environment on middle school students' science knowledge and 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, DeKalb Illinois, USA sug: subj: Students, Middle School Computer-Assisted Instruction Science Knowledge Learning Environment Teaching Methods Skill Acquisition Human Taiwan United States Male Female Sex Factors Multimethod Studies Descriptive Statistics Interrater Reliability One-Way Analysis of Variance Funding Source Male Female ab: The purpose of this mixed-methods study was to explore how seventh graders in a suburban school in the United States and sixth graders in an urban school in Taiwan developed argumentation skills and science knowledge in a project-based learning environment that incorporated a graph-oriented, computer-assisted application (GOCAA). A total of 42 students comprised the treatment condition and were engaged in a project-based learning environment that incorporated a GOCAA. Of these 42 students, 21 were located in the United States and 21 were located in Taiwan. A total of 26 students comprised the control condition and were engaged in a project-based learning environment without the GOCAA. Of these 26 students, 15 were in the United States and 11 were in Taiwan. In each country, verbal collaborative argumentation was recorded and the students' post-essays were collected. A one-way analysis of variance (ANOVA) was conducted for each measure of science knowledge about alternative energies. The results showed a significant treatment effect for the outcome of scientific explanation among U.S. students, while among Taiwanese students, a significant treatment effect on scientific facts was observed. A one-way ANOVA was additionally conducted for each measure of argumentation skills and a significant treatment effect on counterarguments and rebuttals was observed among the U.S. students, while in Taiwan, a significant treatment effect on reasoning and rebuttals was observed. A qualitative analysis was conducted to examine how the GOCAA supported students' development of argumentation skills in different countries. This study found distinct argumentation patterns between the U.S. and Taiwanese intervention teams. Additionally, a distinct gender difference in the use of evidence and division of labour was noted when the Taiwanese teams were compared with the U.S. teams, which may be explained by cultural differences. This study concluded that, in both the United States and Taiwan, a project-based learning environment incorporating a GOCAA was effective in improving students' science knowledge and developing their scientific argumentation skills. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article exclusion: Y language: English refInfo: holdings: @attributes: islocal: N |
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