Problem-Based Learning and Argumentation: Testing a Scaffolding Framework to Support Middle School Students' Creation of Evidence-Based Arguments

Autor/inn/en	Belland, Brian R.; Glazewski, Krista D.; Richardson, Jennifer C.
Titel	Problem-Based Learning and Argumentation: Testing a Scaffolding Framework to Support Middle School Students' Creation of Evidence-Based Arguments
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 39 (2011) 5, S.667-694 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-010-9148-z
Schlagwörter	Evidence; Middle School Students; Persuasive Discourse; Problem Based Learning; Scaffolding (Teaching Technique); Problem Solving; Testing; Models; Researchers; Low Achievement; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Evidenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Persuasion; Persuasive Kommunikation; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Testdurchführung; Testen; Analogiemodell; Researcher; Forscher; Unterdurchschnittliche Leistung; Qualitative Forschung; Statistische Analyse
Abstract	Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments in support of their solution. However, middle school students often struggle developing evidence-based arguments (Krajcik et al., "J Learn Sci" 7:313-350, 1998). Using a mixed method design, the researchers examined the use of computer-based argumentation scaffolds, called the "Connection Log," to help middle school students build evidence-based arguments. Specifically we investigated (a) the impact of computer-based argumentation scaffolds on middle school students' construction of evidence-based arguments during a PBL unit, and (b) scaffold use among members of two small groups purposefully chosen for case studies. Data sources included a test of argument evaluation ability, persuasive presentation rating scores, informal observations, videotaped class sessions, and retrospective interviews. Findings included a significant simple main effect on argument evaluation ability among lower-achieving students, and use of the scaffolds by the small groups to communicate and keep organized. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10