Argue like a scientist with technology: the effect of within-gender versus cross-gender team argumentation on science knowledge and argumentation skills among middle-level students

Hsu, Pi-Sui; Dyke, Margot Van; Smith, Thomas J.; Looi, Chee-Kit

doi:10.1007/s11423-018-9574-1

Cited by 13 publications

(8 citation statements)

References 61 publications

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“…Moreover, the female students paid more attention to planning to keep the focus on the topic in constructing their argumentation skills by verifying the constraints in the problem letter. This result also supports previous research showing that female students tend to plan and communicate collaborative argumentation skills (Hsu et al, 2018).…”

Section: Discussionsupporting

confidence: 91%

“…Argumentation research has also compared male and female student teams formed to solve engineering problems. The results indicate that the male team pays closer attention to developing the argumentation structure than the female team (Hsu et al, 2018). Second, other research on science and related subjects has shown no significant gender gap in students' achievement, especially in undergraduate students (Cimpian et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 71%

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Gender roles in engineering design process activity: A small group exploration through collaborative argumentation

2023

KJSS

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Gender plays a crucial role in science and engineering education. This study aims to explore gender's role in an engineering design process (EDP) classroom, particularly in relation to argumentation skills. This qualitative research used a case study and focused on student behavior contributions to argumentation skills, separated by gender. The participants included 12 students (6 male and 6 female) in 8th grade who participated in a collaborative group problem-solving exercise. All activities of students in the EDP classroom were recorded and transcribed to be coded using code-driven argumentation theory (claim, data/evidence, and reasoning). According to the results, the male students were more active in constructing reasoning in argumentation skills than the female students. Additionally, the female students actively claimed scientific phenomena and communicated during the discussion stage.

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Section: Discussionsupporting

confidence: 91%

Section: Literature Reviewmentioning

confidence: 71%

Gender roles in engineering design process activity: A small group exploration through collaborative argumentation

2023

KJSS

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“…Jeong and Davidson-Shivers (2006) cited the high female-male ratio as one of the possible alternative explanations for the no significant difference between the two genders in computer-supported collaborative argumentation. Likewise, a study on argumentation skills found no significant differences within-gender/cross-gender difference for either female or male participants, however, a marginally significant difference in argumentation skills between male students in the within-gender team argumentation and male students in the cross-gender team argumentation (Hsu et al 2018). Future research could include gender as a factor in the experimental setting.…”

Section: Limitations and Future Workmentioning

confidence: 90%

Supporting interdisciplinary collaborative concept mapping with individual preparation phase

Tan

Weerd

Stoyanov

2021

Education Tech Research Dev

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Concept mapping facilitates the externalisation and internalisation of knowledge by individuals during collaborative knowledge construction. However, not much is known about the individual and collaborative learning processes during collaborative concept mapping (CCM) in interdisciplinary knowledge construction. Premised on literature on collaboration scripts to scaffold the collaboration process, this study investigates the effect of an individual preparation phase prior to collaborative work on the epistemic and social processes of knowledge co-construction, as well as the degree of interdisciplinary knowledge integration in collaborative concept mapping. A total of N = 42 third year university students were put into one of the two experimental conditions: with individual preparation phase (WIP) and without individual preparation phase (WOIP). Students worked on a collaborative assignment to integrate interdisciplinary knowledge in collaborative concept mapping. Data for analysis was derived from audio recordings of the collaborative discourse in both experimental conditions. Chi-square test was conducted to investigate if there were significant differences between the effects of WIP and WOIP on the epistemological and social dimension. Findings showed that groups in the WIP condition showed significantly more verification, clarification and positioning statements in the epistemic dimension and also significantly more integration-oriented and conflict-oriented consensus building in the social dimension as compared to groups in the WOIP condition. On the degree of interdisciplinary knowledge integration, independent sample t-tests showed that there was no significant difference for concepts, domains and cross-links between the two experimental conditions. However, there was significant difference in types of cross-links for the CCMs in the WIP condition.

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“…Al-Ajmi and Ambusaidi: The level of scientific argumentation skills in chemistry subject males and females in the skills of scientific argument. (Hsu et al, 2018) Some studies also recommended the necessity of using scientific argument models to treat the problem of weakness in problem-solving skills and higher-order thinking skills (Al-Jamia, 2016).…”

Section: Research Problem and Questionsmentioning

confidence: 99%

Scientific Argumentation The Level of Scientific Argumentation Skills in Chemistry Subject among Grade 11th Students: The Role of Logical Thinking

ALAJMI¹,

Ambusaidi²

2022

SEI

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This study aimed at identifying the level of scientific argumentation skills in chemistry subject among Omani Grade 11th students and the effects of their logical thinking skills and gender on this level. The study sample consisted of (400) male and female students selected purposely from one educational region in Oman. The study’s instruments consisted of “Scientific Argumentation Skills Test” and “Logical Thinking Test.” The study results revealed that the level of grade 11th students was moderate in argumentation skills and was low in logical thinking. In addition, there were statistically significant differences at (ρ < 0.05) in scientific argumentation skills level due to gender in favor of female students. It also showed significant differences in logical thinking variable in favor of students with abstract thinking, and in the interaction between gender and logical thinking in argumentation level in favor of female abstract thinking. The study is important for Omani chemistry teachers because it gives an overview of the level of scientific argumentation skills and logical thinking skills among their students, which then helps the teachers in determining the next steps of the learning process by adopting appropriate teaching strategies.

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Argue like a scientist with technology: the effect of within-gender versus cross-gender team argumentation on science knowledge and argumentation skills among middle-level students

Cited by 13 publications

References 61 publications

Gender roles in engineering design process activity: A small group exploration through collaborative argumentation

Gender roles in engineering design process activity: A small group exploration through collaborative argumentation

Supporting interdisciplinary collaborative concept mapping with individual preparation phase

Scientific Argumentation The Level of Scientific Argumentation Skills in Chemistry Subject among Grade 11th Students: The Role of Logical Thinking

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