The Impact of Recurrent On-Line Synchronous Scientific Argumentation on Students' Argumentation and Conceptual Change

Autor/inn/en	Chen, Chien-Hsien; She, Hsiao-Ching
Titel	The Impact of Recurrent On-Line Synchronous Scientific Argumentation on Students' Argumentation and Conceptual Change
Quelle	In: Educational Technology & Society, 15 (2012) 1, S.197-210 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Web Based Instruction; Scientific Concepts; Persuasive Discourse; Grade 8; Science Instruction; Physical Sciences; Science Tests; Instructional Design; Synchronous Communication; Computer System Design; Instructional Effectiveness; Comparative Analysis; Predictor Variables; Qualitative Research; Control Groups; Pretests Posttests; Experimental Groups; Discourse Analysis; Multivariate Analysis; Multiple Regression Analysis; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Web Based Training; Persuasion; Persuasive Kommunikation; School year 08; 8. Schuljahr; Schuljahr 08; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Natural sciences; Naturwissenschaften; Naturwissenschaft; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Prädiktor; Qualitative Forschung; Diskursanalyse; Multivariate Analyse
Abstract	This study reports the impact of Recurrent On-Line Synchronous Scientific Argumentation learning on 8th grade students' scientific argumentation ability and conceptual change involving physical science. The control group (N = 76) were recruited to receive conventional instruction whereas the experimental group (N = 74) received the Recurrent On-Line Synchronous Scientific Argumentation program for about 25 physical science class periods of 45 minutes each, which is about one third of the physical science class periods in a semester. Results indicate that the experimental group significantly outperformed the conventional group on the post-Physical Science Conception Test and the Physical Science Dependent Argumentation Test. The quantity and quality of scientific arguments that the experimental group's students generated, in a series of pre- and post-argumentation questions, all improved across the seven topics. In addition, the experimental group's students successfully constructed more correct conceptions from pre- to post-argumentation questions across the seven topics. This clearly demonstrates that the experimental group's students' argumentation ability and conceptual change were both facilitated through receiving the Recurrent On-Line Synchronous Scientific Argumentation program. (Contains 4 tables and 4 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10