Studying the effectiveness of an online argumentation model for improving undergraduate students' argumentation ability

This research develops a web-based model, entitled the “intuitive claim, peer-assessment, discussion, and elaborate claim argumentation training” (IPadE) model, and embeds with a Web-based Interactive Argumentation System to enhance undergraduate students' socioscientific argumentation abilities. This research adopts a quasi-experimental research design; the sample comprised 131 undergraduate students from two classes (69 in the experimental group and 62 in the control group). The socioscientific issue discussed were related to global health. This study collected and analysed quantitative and qualitative data, including the pretest and posttest of students' knowledge test scores and argumentation abilities questionnaire. The results generally confirmed the effectiveness of the IPadE model. First, in a comparison of the content knowledge and argumentation skills, the experimental group have statistically significantly improved than the control group. Second, regarding the number of reasoning modes proposed, the experimental group could propose multiple reasoning modes and reasoning levels on rebuttals increased after training.     

The effect of online argumentation upon students' pseudoscientific beliefs

This study investigated how the students' pseudoscientific beliefs could be lessened by using online argumentation. With the aid of an online argumentation system for argumentation instruction and activities for students during the experiment, 77 Taiwanese university students together with 71 Taiwanese high school students (148 students in total) took part in this study. A quasi-experimental design was adopted and quantitative analyses were conducted. The results showed that using an online argumentation system for argumentation instruction and activities could lessen students' pseudoscientific beliefs. The experimental group students were lower than their counterparts in terms of mean pseudoscientific beliefs in the post-test and delayed test. After the experimental group students went through the online argumentation, changes in the percentage of students believing in four out of ten pseudoscientific items reached significance. However, as pseudoscientific beliefs are dependent on the cultural background, generalization of the results in this present study may be limited by cultural context. Finally, this study proposed suggestions related to argumentation research and science instruction counteracting students' pseudoscientific beliefs.     

The effect of a graph‐oriented computer‐assisted project‐based learning environment on argumentation skills

The purpose of this quasi‐experimental study was to explore how seventh graders in a suburban school in the United States developed argumentation skills and science knowledge in a project‐based learning environment that incorporated a graph‐oriented, computer‐assisted application. A total of 54 students (three classes) comprised this treatment condition and were engaged in a project‐based learning environment that incorporated a graph‐oriented, computer‐assisted application, whereas a total of 57 students (three classes) comprised the control condition and were engaged in a project‐based learning environment without this graph‐oriented, computer‐assisted application. Verbal collaborative argumentation was recorded and the students' post essays were collected. A random effects analysis of variance (ANOVA) was conducted and a significant difference in science knowledge about alternative energies between conditions was observed. A multivariate analysis of variance (MANOVA) was conducted and there was a significant difference in counterargument and rebuttal skills between conditions. A qualitative analysis was conducted to examine how the graph‐oriented, computer‐assisted application supported students' development of argumentation skills and affected the quality of collaborative argumentation. The difference in argumentation structure and quality of argumentation between conditions might explain a difference in science knowledge as well counterargument and rebuttal skills (argumentation) between both conditions. This study concluded that a project‐based learning environment incorporating a graph‐oriented, computer‐assisted application was effective in improving students' science knowledge and developing their scientific argumentation skills.     

Model development in scientific discovery learning with a computer-based physics task

Based on theories of scientific discovery learning (SDL) and conceptual change, this study explores students' preconceptions in the domain of torques in physics and the development of these conceptions while learning with a computer-based SDL task. As a framework we used a three-space theory of SDL and focused on model space, which is supposed to contain the current conceptualization/model of the learning domain, and on its change through hypothesis testing and experimenting. Three questions were addressed: (1) What are students' preconceptions of torques before learning about this domain? To do this a multiple-choice test for assessing students' models of torques was developed and given to secondary school students (N = 47) who learned about torques using computer simulations. (2) How do students' models of torques develop during SDL? Working with simulations led to replacement of some misconceptions with physically correct conceptions. (3) Are there differential patterns of model development and if so, how do they relate to students’ use of the simulations? By analyzing individual differences in model development, we found that an intensive use of the simulations was associated with the acquisition of correct conceptions. Thus, the three-space theory provided a useful framework for understanding conceptual change in SDL.     

Cognitive perturbation through dynamic modelling: a pedagogical approach to conceptual change in science

While simulations have widely been used to facilitate conceptual change in learning science, results indicate that significant disparity or gap between students' prior conceptions and scientific conceptions still exists. To bridge the gap, we argue that the applications of computer simulation in science education should be broadened to enable students to model their thoughts and to improve and advance their theories progressively. While computer simulations are often used to offer opportunities for students to explore scientific models, they do not give them the space to explore their own conceptions, and thus cannot effectively address the challenge of changing students' alternative conceptions. Findings from our recent empirical study reveal that, firstly, dynamic modelling using the environment WorldMaker 2000 in conjunction with the use of a cognitive perturbation strategy by the teacher was effective in helping students to migrate from their alternative conceptions towards a more scientifically inclined one; secondly, the pathways of conceptual change across groups were idiosyncratic and diverse. Respecting students' ideas seriously and providing cognitive perturbation at appropriate junctures of the inquiry process are found to be conducive to fostering conceptual change. In this paper, we will report on the details of the pedagogical approach adopted by the teacher and portray how students' conceptions change during the entire process of model building.     

Enhancing skill in constructing scientific explanations using a structured argumentation scaffold in scientific inquiry

Constructing scientific explanations is necessary for students to engage in scientific inquiry. The purpose of this study is to investigate the influence of using a structured argumentation scaffold to enhance skill in constructing scientific explanations in the process of scientific inquiry. The proposed approach is designed to scaffold the following aspects of argumentation: the argumentation process, the explanation structuring, explanation construction, and explanation evaluation. A quasi-experiment was conducted to examine the effectiveness of the structured argumentation scaffold in developing skill in constructing scientific explanations and engaging in electronic dialogues. A web-based collaborative synchronous inquiry system, ASIS (Argumentative Scientific Inquiry System), was utilized to support students as they worked in groups to carry out inquiry tasks. Two intact sixth grade classes (n = 50) participated in the study. The data show that the ASIS with the structured argumentation scaffold helped students significantly improve their skills in constructing scientific explanations, make more dialogue moves for explanation and query, and use more of all four argument components. In addition, the use of warrants, one of the components of an argument, was found to be a critical variable in predicting students' competence with regard to constructing scientific explanations. The results provide references for further research and system development with regard to facilitating students' construction of scientific argumentation and explanations.     

The effects of computerized inquiry‐stage‐dependent argumentation assistance on elementary students' science process and argument construction skills

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.     

Examining the effect of the computational models on learning performance,scientific reasoning,epistemic beliefs and argumentation: An implication for the STEM agenda

Computational experiment approach considers modelling as the essential feature of Inquiry-Based Science Education (IBSE) where the model and the computer take the place of the “classical” experimental set-up and simulation replaces the experiment (Landau, Páez, & Bordeianu, 2008).Modelling, as a pedagogical tool, involves the model construction, the exploration of model characteristics and the model application to a specific problem, resembling authentic activities of scientists and mathematicians (Herbert, 2003). Jonassen and Strobel (2006) state that in addition to modelling domain knowledge, learners can apply modelling skills in different ways: by modelling domain knowledge, by modelling problems (constructing problem spaces), by modelling systems and by modelling semantic structures. The purpose of this study was to explore the effects of the Computational Experiment Mathematical Modelling (CEMM) approach on University students': a) reasoning abilities, b) learning performance, c) epistemological beliefs, and d) argumentation. Students worked in a learning environment which contained applications in Physics created by the author and all of them were based on mathematical models, as the model was considered as the fundamental unit of instruction (Hestenes, 1999). Fifty (50) pre-service primary school university students participated in this project and results indicated a strong relationship between students' learning performance, performance in the scientific reasoning abilities test, epistemic beliefs and the ability to use arguments during computational experiments. This paper suggests an implementable integration strategy that uses mathematical models for physics phenomena that are developed using algorithms, aiming to deepen students' conceptual understanding and scientific reasoning. After completing the course, the mechanics baseline test (MBT) and a test on Heat were administered. The results indicated that there was a significant difference in problem-solving skill test mean scores, as measured by the MBT, and the test on Heat among concrete, formal and postformal reasoners. Overall, this study provides evidence that scientific reasoning has a strong impact to learning performance, scientific reasoning, epistemological beliefs and argumentation while the methodology of the Computational Experiment provides essential tools to students to implement Inquiry based scenario. Students developed their scenarios using an open source repository using the computational experiment approach and created their experiments using the Argument-Driven Inquiry (ADI) laboratory approach.Results have implications for the effectiveness of the computational experiment as a methodology to be included in the STEM agenda.     

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 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.     

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, 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.     

Promoting argumentation in primary science contexts: an analysis of students' interactions in formal and informal learning environments

The paper reports on the outcomes of a study that utilized a graphical tool, Digalo, to stimulate argumentative interactions in both school and informal learning settings. Digalo was developed in a European study to explore argumentation in a range of learning environments. The focus here is on the potential for using Digalo in promoting argumentative interactions of students in primary science, first, in a school‐based context of students investigating and learning about electricity, and second, in a hands‐on science discovery centre where students are interacting with different scientific phenomena. Data sources included observations of students using Digalo in the two contexts and the resultant Digalo maps. Analysis of observations focused on students' engagement and interactions, and of Digalo maps in terms of the process and content of argumentation. A previously developed level system was used to evaluate the process of argumentation. The study has revealed some limitations of Digalo as a teaching resource, but has provided insights into ways in which students build their knowledge with the help of Digalo as they interact with each other and with scientific phenomena.     

SCCR digital learning system for scientific conceptual change and scientific reasoning

This study reports an adaptive digital learning project, scientific concept construction and reconstruction (SCCR), that was developed based on the theories of Dual Situated Learning Model (DSLM) and scientific reasoning. In addition, the authors investigated the effects of an SCCR related to a “combustion” topic for sixth grade students conceptual change and scientific reasoning. An experimental research design including the Combustion Achievement Test (CAT), Scientific Reasoning Test (SRT) and Combustion Dependent Reasoning Test (CDRT) was applied for both experimental and conventional group students before, directly after, and after the sixth week of the research as pre-, post- and retention-test. Results indicated that the experimental group students significantly outperformed the conventional group students on both post- and retention- of CAT and CDRT scores. In addition, experimental group students performed better than conventional group students on the post-SRT scores. The success rate of conceptual change ranged from 70% to 100% for experimental group students for most web-based dual situated learning events. The nature of the scientific reasoning used by experimental group students mainly either made progression (PG) or maintain-correct (MTC) across most events from before to after web-based dual situated learning events. All of these results support the claim that students’ conceptual change their scientific reasoning ability can be promoted through an SCCR digital learning program.     

The influence of computer-assisted instruction on students’ conceptual understanding of chemical bonding and attitude toward chemistry: A case for Turkey

In this study, the effect of computer-assisted instruction on conceptual understanding of chemical bonding and attitude toward chemistry was investigated. The study employed a quasi-experimental design involving 11 grade students; 25 in an experimental and 25 in a control group. The Chemical Bonding Achievement Test (CBAT) consisting of 15 two-tier questions and the Chemistry Attitude Scale (CAS) consisting of 25 item were the principal data collection tools used. The CBAT and CAS instruments were administered in the form of a pre-test and post-test. Analyses of scores of the two groups in the post-test were compared and a statistically significant difference was found between groups in favor of experimental group. It also seems students from the experimental group were more successful than the control group students in remediation of alternative conceptions. The results of this study suggest that teaching–learning of topics in chemistry related to chemical bonding can be improved by the use of computer-assisted teaching materials.     

Performance evaluation of an online argumentation learning assistance agent

Recent research indicated that students’ ability to construct evidence-based explanations in classrooms through scientific inquiry is critical to successful science education. Structured argumentation support environments have been built and used in scientific discourse in the literature. To the best of our knowledge, no research work in the literature addressed the issue of automatically assessing the student’s argumentation quality, and the teaching load of the teacher that used the online argumentation support environments is not alleviated. In this work, an intelligent argumentation assessment system based on machine learning techniques for computer supported cooperative learning is proposed. Learners’ arguments on discussion board were examined by using argumentation element sequence to detect whether the learners address the expected discussion issues and to determine the argumentation skill level achieved by the learner. Learners are first assigned to heterogeneous groups based on their responses to the learning styles questionnaire given right before the beginning of learning activities on the e-learning platform. A feedback rule construction mechanism is used to issue feedback messages to the learners in case the argumentation assessment system detects that the learners go in a biased direction. The Moodle, an open source software e-learning platform, was used to establish the cooperative learning environment for this study. The experimental results exhibit that the proposed work is effective in classifying and improving student’s argumentation level and assisting the students in learning the core concepts taught at a natural science course on the elementary school level.     

Developing a web‐based multimedia assessment system for facilitating science laboratory instruction

This study developed a web‐based multimedia assessment system (WMA system) and applied it to science laboratory instruction. The goal was to improve students' knowledge acquisition under science laboratory instruction. The developed system enabled learners to perform self‐assessments by responding to multimedia technology test items online. The system recorded each learner's complete answer history and provided the students with personalized learning resources. This study adopted a quasi‐experimental research design. The learning content was an “experiment on separating mixtures.” Students participating in the research were divided into a typical science laboratory instruction group (TI group; n = 25) and a group that received instruction through the WMA system (WMA group; n = 26). Before instruction, all the students completed the conceptual knowledge and experimental knowledge pretests. During instruction, the TI group watched the teacher's demonstration experiment, and the students then performed the experiment in a real laboratory. In the WMA group, after learning through the WMA system, the students also performed the experiment in a real laboratory. After instruction, all the students completed the conceptual knowledge and experimental knowledge posttests. The findings indicated that the students in the WMA group showed significantly higher improvements in their scientific conceptual knowledge and experimental knowledge.     

Delaying elaborated feedback within computer-based learning environments: The role of summative and question-based feedback

Elaborative feedback (EF) containing explanations on students' responses benefits learning. Computer-based environments provide learners with EF in different ways, for example, on an immediate question-by-question basis or after answering a set of questions. Recent findings also suggest that delaying EF enhances learning. However, it is unclear to what extent different types of delayed-EF favour students' performance. This study examines whether and how two types of delayed-EF (question-based vs. summative) influence students' question-answering performance and final learning over immediate-EF. One hundred thirty-three secondary-school students read a scientific text and answered 12 multiple-choice questions in a computer-based environment. A day later, students completed a final learning test with 20 open-ended questions. Results showed that neither question-based delayed EF nor summative delayed EF outperformed immediate EF. However, EF moderated the relationship between students' prior knowledge and their performance outcomes, suggesting that students with higher levels of prior knowledge receiving summative delayed EF benefited more.     

Perspective taking and synchronous argumentation for learning the day/night cycle

Changing practices in schools is a very complex endeavor. This paper is about new practices we prompted to foster collaboration and critical reasoning in science classrooms: the presentation of pictures representing different perspectives, small group synchronous argumentation, and moderation of synchronous argumentation. A CSCL tool helped in supporting synchronous argumentation through graphical representations of argumentative moves. We checked the viability of these practices in science classrooms. To do so, we investigated whether these practices led to conceptual learning, and undertook interactional analyses to study the behaviors of students and teachers. Thirty-two Grade 8 students participated in a series of activities on the day/night cycle. Learning was measured by the correctness of knowledge, the extent to which it was elaborated, the mental models that emerged from the explanations, the knowledge integration in explanations, and their simplicity. We showed that participants could learn the day/night cycle concept, as all measures of learning improved. For some students, it even led to conceptual change. However, the specific help provided by teachers during collective argumentation did not yield additional learning. The analysis of protocols of teacher-led collective argumentation indicated that although the teachers’ help was needed, some teachers had difficulties monitoring these synchronous discussions. We conclude that the next step of the design-research cycle should be devoted to (a) the development of new tools directed at helping teachers facilitate synchronous collective argumentation, and to (b) activities including teachers, designers, and researchers for elaborating new strategies to use these tools to improve the already positive learning outcomes from synchronous argumentation.     

The effect of GeoGebra software–supported mathematics instruction on eighth-grade students' conceptual understanding and retention

The aim of this study was to investigate the effect of using dynamic geometry software (GeoGebra) on the eighth-grade students' conceptual understanding and the retention of learning regarding linear equations and slope. In this study, a quasi-experimental design with pre-test, post-test and delayed post-test was employed. This study was conducted with 52 eighth-grade Turkish students (experimental group, n = 25; control group, n = 27). While GeoGebra software-supported instruction was carried out in the experimental group, textbook-based direct instruction was continued in the control group. Data were collected with the conceptual understanding test (CUT) which consists of 38 questions including open-ended, multiple choice and fill in the blanks. CUT was applied to the experimental and control groups as a pre-test and post-test at both the beginning and the end of the instruction, respectively. Seven weeks after the instruction, CUT was applied to both groups as a retention test. Data were analysed through SPSS 17.0 statistical software by using a t-test and ANCOVA test. It was indicated in the study results that GeoGebra software-supported instruction for eighth-grade students regarding linear equations and slope did significantly improve both their conceptual understanding and retention of learning in comparison to textbook-based direct instruction.     

The effect of pedagogical GAME model on students' PISA scientific competencies

The purpose of this study is to explore the effect of a pedagogical model of digital games on students' scientific competencies that are advocated by the Programme for International Student Assessment (PISA). As a single game-based learning strategy may not be enough to enhance such competencies, the online game in the current study incorporated the design of the proposed pedagogical gamification, assessment, modeling, and enquiry (GAME) model. The participants were 69 sixth grade students at one primary school in Taiwan. A quasi-experimental design was adopted. The experimental group students learned with the GAME model, whereas the comparison group students only learned with traditional learning way. The results showed that the learning gain in scientific competencies of the experimental group was better than those of the comparison group. This study revealed that the GAME model has potential to promote students' PISA scientific competencies. It is suggested that the integral GAME model may serve as one kind of strategies to enhance students' scientific competencies.     

Patterns of students' collaborations by variations in their learning orientations in blended course designs: How is it associated with academic achievement?

Background

While a number of learner factors have been identified to impact students' collaborative learning, there has been little systematic research into how patterns of students' collaborative learning may differ by their learning orientations.

Objectives

This study aimed to investigate: (1) variations in students' learning orientations by their conceptions, approaches, and perceptions; (2) the patterns of students' collaborations by variations in their learning orientations and (3) the contribution of patterns of collaborations to academic achievement.

Methods

A cohort of 174 Chinese undergraduates in a blended engineering course were surveyed for their conceptions of learning, approaches to learning and to using online learning technologies, and perceptions of e-learning, to identify variations in their learning orientations. Students' collaborations and mode of collaborations were collected through an open-ended social network analysis (SNA) questionnaire.

Results and Conclusions

A hierarchical cluster analysis identified an ‘understanding’ and ‘reproducing’ learning orientations. Based on students' learning orientations and their choices to collaborate, students were categorized into three mutually exclusive collaborative group, namely Understanding Collaborative group, Reproducing Collaborative group and Mixed Collaborative group. SNA centrality measures demonstrated that students in the Understanding Collaborative group had more collaborations and stayed in a better position in terms of capacity to gather information. Both students' approaches to learning and students' average collaborations significantly contributed to their academic achievement, explaining 3% and 4% of variance in their academic achievement respectively. The results suggest that fostering a desirable learning orientation may help improve students' collaborative learning.