Teaching Argumentation by Using Facebook Groups

Autor/in	Delen, Ibrahim
Titel	Teaching Argumentation by Using Facebook Groups
Quelle	In: International Journal of Instruction, 10 (2017) 1, S.151-168 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Persuasive Discourse; Social Media; Computer Mediated Communication; Preservice Teachers; Technology Uses in Education; Educational Technology; Group Discussion; Foreign Countries; Pretests Posttests; Teaching Methods; Instructional Design; Turkey + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Soziale Medien; Computerkonferenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Gruppendiskussion; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Türkei
Abstract	Today argumentation is widely emphasized in the policy documents in Europe, and the US. Once we look at the literature in the last two decades, many studies noted students' challenges in this process. On the other side of the coin, we see in-service teachers with problems to support this process. Unfortunately, very few studies focused on this issue by studying pre-service teachers. By using Facebook groups as a discussion tool, this study focuses on supporting pre-service teachers when engaging in argumentation. Before starting the course none of pre-service teachers (N = 58) could design an activity that includes justifying the evidence (reasoning). During the course, 12 groups made presentations and other groups critiqued these presentations. Once the instructor publicly started making comments in the Facebook page to discuss which groups are performing better, the level of critique in student responses started including more details about argumentation. This positive change supported almost all students in designing activities that focus on using evidence and connecting to reasoning at the end of the course. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01