Argumentation can be viewed as an important activity in science education aiming at a better understanding of science topics. This article is drawn from doctoral research aiming to assess the effect of an argumentative coursebased intervention on argumentation ability in complement with other variables. This section highlights how students with demographic variations differ in their argumentation ability and how do they respond to the intervention. The population of the study comprised of school students in their transition stage of cognitive development from concrete to abstract thinking; correspondingly, Grade 5 students were selected. An argumentative discourse framework was developed for the contents of the school Science subject adapting to the Toulmin model. 18 weeks of intervention was provided, including 4 weeks introductory training phase followed by a pretest of argumentation ability. Analysis revealed that demographics like gender, age order among siblings, family type, and achievement level play their innate role in determining argumentation ability, and students respond to the intervention correspondingly.

Technology-supported collaborative learning can help educators develop twenty-first-century workforce skills among students. The study aimed to assess the effect of technology-supported collaborative learning techniques on prospective teachers' sense of learning community through the use of MOODLE and Google Docs. In this study, a "pre-test post-test non-equivalent control group(Quasi-experimental) design" was applied. A sense of learning community questionnaire was prepared for prospective teachers. Effect of intervention was measured through independent samples t-test: paired sample t-test and effect size. The finding of the study showed a statistically significant effect of the intervention on prospective teachers' sense of learning community scores. The study concluded that a sense of learning community is an integral and important element of technology-supported collaborative learning strategy and it helps to accept any new technology integration in classroom practices and decrease the dropout rate of the students in higher education online learning classes.