Scaffolding for Argumentation in Hypothetical and Theoretical Biology Concepts

Autor/inn/en	Weng, Wan-Yun; Lin, Yu-Ren; She, Hsiao-Ching
Titel	Scaffolding for Argumentation in Hypothetical and Theoretical Biology Concepts
Quelle	In: International Journal of Science Education, 39 (2017) 7, S.877-897 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1310409
Schlagwörter	Scaffolding (Teaching Technique); Biology; Science Instruction; Persuasive Discourse; Scientific Concepts; Computer Mediated Communication; Skill Development; Teaching Methods; Quasiexperimental Design; Grade 8; Units of Study; Learning Processes; Junior High School Students; Program Design; Multivariate Analysis; Comparative Analysis; Online Courses + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Persuasion; Persuasive Kommunikation; Computerkonferenz; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 08; 8. Schuljahr; Schuljahr 08; Lerneinheit; Learning process; Lernprozess; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Programme design; Programmaufbau; Programmplanung; Multivariate Analyse; Online course; Online-Kurs
Abstract	The present study investigated the effects of online argumentation scaffolding on students' argumentation involving hypothetical and theoretical biological concepts. Two types of scaffolding were developed in order to improve student argumentation: continuous scaffolding and withdraw scaffolding. A quasi-experimental design was used with four 8th-grade classes comprising a total of 124 students. Two classes (63 students) were assigned into the continuous scaffolding group, while the other two (61 students) were assigned into the withdraw scaffolding group. All the students participated in online argumentation regarding four units, including two hypothetical concepts and two theoretical concepts. Both online learning process and scientific argumentation assessment results indicated that the continuous scaffolding group performed significantly better in terms of the quality and quantity of argumentation than the withdraw scaffolding group with regard to the hypothetical biology concepts, particularly in generating rebuttal arguments. In addition, the results also showed that both the continuous group and withdraw group students had better argumentation performance with regard to the hypothetical biology concepts than the theoretical biology concepts. Taken together, the study results suggest that learning argumentation through theoretical biology concepts is more difficult than doing so through hypothetical biology concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01