Exploring students' computer‐supported collaborative argumentation with socio‐scientific issues.
Background: This study examined the effect of computer‐supported collaborative argumentation (CSCA) on secondary school students' understanding of socio‐scientific issues (SSI). Engaging students in collaborative argumentation is known to help with deepening their understanding of SSI. Methods: In t...
| Published in: | Journal of Computer Assisted Learning Vol. 40; no. 6; pp. 3324 - 3338 |
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| Main Authors: | , , , , , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Dec2024
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180899702&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180899702 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2024 vid: 40 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 180899702 179993982 180899702 180899702 10.1111/jcal.13073 180899702 ppf: 3324 ppct: 14 formats: tig: atl: Exploring students' computer‐supported collaborative argumentation with socio‐scientific issues. aug: au: Chen, Wenli Han, Yiting Tan, Jesmine Chai, Aileen Siew Cheng Lyu, Qianru Lyna affil: Learning Sciences and Assessment Academic Group at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore, Singapore sug: subj: Computers and Computerization Collaboration Students, High School Human Funding Source Male Female Adolescence Multimethod Studies Data Analysis, Statistical Teaching Methods Learning Methods Brainstorming Paired T-Tests Content Analysis Interrater Reliability kappa Statistic Descriptive Statistics Thematic Analysis Adolescent: 13-18 years Male Female ab: Background: This study examined the effect of computer‐supported collaborative argumentation (CSCA) on secondary school students' understanding of socio‐scientific issues (SSI). Engaging students in collaborative argumentation is known to help with deepening their understanding of SSI. Methods: In this study, a mixed‐method design is used to investigate 84 students' collaborative argumentation processes and outcomes. The statistical analysis, epistemic network analysis and qualitative uptake analysis results showed that CSCA was effective in supporting secondary school students' evidence‐based argumentation skills on SSI. Findings and Conclusion: Several cases were presented to show how students engaged in CSCA to explore meaningful learning opportunities and how CSCA helped students' learning on SSI. Implications: The findings provided insights for future innovative teaching and learning SSI in authentic classroom settings. Lay Description: What is already known about this topic: Socio‐scientific issues (SSI) serve as meaningful learning contexts for meaning‐making and critical problem‐solving.Computer‐supported collaborative argumentation (CSCA) could help with students' SSI literacy. What this paper adds: The effectiveness of a graph‐based CSCA approach on students' SSI literacy.The patterns of students' engagement in CSCA on SSI. Implications for practice and/or policy: With its shared working space, the graph‐based CSCA platform could be an effective tool in supporting secondary school students' evidence‐based argumentation skills on SSI.Students could benefit from appreciating peer idea exchange and offering constructive feedback to each other during the CSCA activities. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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