کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
348699 618200 2012 7 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Promoting and scaffolding argumentation through reflective asynchronous discussions
موضوعات مرتبط
علوم انسانی و اجتماعی علوم اجتماعی آموزش
پیش نمایش صفحه اول مقاله
Promoting and scaffolding argumentation through reflective asynchronous discussions
چکیده انگلیسی

The purpose of this quasi-experimental study was to explore the impact of asynchronous discussion on the quality and complexity of college students’ arguments. Three different cohorts of students registered in a physical science course in 2009 Fall, 2010 Spring, and 2010 Fall semesters were briefly supported with scaffolding in class and then involved in argumentation about socio-scientific issues as take-home assignments. Each cohort was divided into an asynchronous online communication group and a paper–pencil group. The findings showed that very few students’ arguments from either group were rated low in quality levels of 1 or 2 on a five-scale level. Additional comparisons revealed that the asynchronous online communication group students slightly outperformed their counterparts in terms of mean quality level of arguments (effect sizes ranged from 0.25 to 0.35) and the frequency of rebuttals. The major finding is that after only one hour of scaffolding followed by the opportunity to practice argumentation at home, students’ argumentation skills were slightly better developed through reflective asynchronous online discussions about socio-scientific issues than through paper-pencil practice.


► We compare the quality and complexity of student arguments between asynchronous discussion and paper-pencil groups.
► We find that given learning opportunities students were able to develop argumentation.
► Asynchronous discussion group outperforms paper-pencil group in quality and complexity of arguments.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers & Education - Volume 59, Issue 2, September 2012, Pages 378–384
نویسندگان
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