The effects of computerized inquiry‐stage‐dependent argumentation assistance on elementary students' science process and argument construction skills.
Abstract: This study proposed a computerized inquiry‐stage‐dependent argumentation assistance and investigated whether this can help improve elementary students' performance in science processes and the construction of quality arguments. Various argumentation assistances were developed and incorpora...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 3; pp. 279 - 293 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2018
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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=129452903&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 129452903 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2018 vid: 34 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 129452903 129452903 129452903 10.1111/jcal.12241 129452903 ppf: 279 ppct: 14 formats: tig: atl: The effects of computerized inquiry‐stage‐dependent argumentation assistance on elementary students' science process and argument construction skills. aug: au: Lin, C.‐H. Chiu, C.‐H. Hsu, C.‐C. Wang, T.‐I. Chen, C.‐H. affil: Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taiwan sug: subj: Students, Elementary Science Education Computer-Assisted Instruction Learning Methods Cognition Communication Skills Hypothesis Human Funding Source Pretest-Posttest Design Quasi-Experimental Studies Child Female Male Descriptive Statistics Analysis of Covariance P-Value Taiwan Child: 6-12 years Female Male ab: Abstract: This study proposed a computerized inquiry‐stage‐dependent argumentation assistance and investigated whether this can help improve elementary students' performance in science processes and the construction of quality arguments. Various argumentation assistances were developed and incorporated into each stage of scientific inquiry in a computer‐supported scientific inquiry system. A nonequivalent quasi‐experimental design was adopted to evaluate the effectiveness of this approach. Two intact sixth grade classes (N = 55) participated in this study, and each student used a tablet computer to accomplish the designated inquiry activities. One class of students was arranged to use the stage‐dependent argumentation assistance, and the other used a generic text‐based interface. The findings indicate that students who used the stage‐dependent argumentation assistance could acquire significantly better science process and argument construction skills than those using the generic text‐based interface. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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