The effect of a graph‐oriented computer‐assisted project‐based learning environment on argumentation skills

Abstract

The purpose of this quasi-experimental study was to explore how seventh graders in a suburban school in the United States developed argumentation skills and science knowledge in a project-based learning environment that incorporated a graph-oriented, computerassisted application. A total of 54 students (three classes) comprised this treatment condition and were engaged in a project-based learning environment that incorporated a graph-oriented, computer-assisted application, whereas a total of 57 students (three classes) comprised the control condition and were engaged in a project-based learning environment without this graph-oriented, computer-assisted application. Verbal collaborative argumentation was recorded and the students' post essays were collected. A random effects analysis of variance (ANOVA) was conducted and a significant difference in science knowledge about alternative energies between conditions was observed. A multivariate analysis of variance (MANOVA) was conducted and there was a significant difference in counterargument and rebuttal skills between conditions. A qualitative analysis was conducted to examine how the graph-oriented, computer-assisted application supported students' development of argumentation skills and affected the quality of collaborative argumentation. The difference in argumentation structure and quality of argumentation between conditions might explain a difference in science knowledge as well counterargument and rebuttal skills (argumentation) between both conditions. This study concluded that a project-based learning environment incorporating a graph-oriented, computer-assisted application was effective in improving students' science knowledge and developing their scientific argumentation skills.

Computer Assisted Project-Based Instruction: The effects on Science Achievement, Computer Achievement and Portfolio Assessment

“…Learners' portfolio development scores were observed to be influenced by the opportunities provided via various software and technologies used as part of computer assisted project-based instruction such as a ready-made portfolio template, a dictionary of spelling for spelling mistakes and motion pictures and animations found in software libraries (Blumenfeld, Karjcik, Marx and Soloway, 1994;Simkins, Cole, Tavali and Means, 2002). Besides, the use of technologies in the computer assisted project-based instruction process positively effects learners' attainment of the target aims and their portfolio development (Hsu, Dyke, Chen and Smith, 2015;Melograno, 2006). Learners tend to find the technological context interesting and become curious about it.…”

“…Integrating project-based instruction into a curriculum provides students with real world problem solving investigations, allows students to work independently and reveals realistic products (Kafi and Motallebzadeh, 2014). Projectbased learning allows students to gain a deeper understanding of materials when they actively construct their understanding by working with and using ideas (Hsu, Dyke, Chen and Smith, 2015). Researches states that project-based learning enables students to demonstrate better problem solving skills (Finkelstein, Hanson, Huang and Huang, 2010) and that students also show improved critical thinking skills (Beckett and Miller, 2006).…”

“…Hsu, Dyke, Chen and Smith (2015) claimed that computer assisted approach was effective in improving learning outcomes and developing their science knowledge. Also experiencing computer assisted project-based learning, students were apparently more positive in science attitude (Lai, 2013).…”

Aprendizagem Baseada em Projetos no Ensino de Física: uma Revisão da Literatura

“…Aqueles que buscam relacionar a ABP a determinadas teorias de aprendizagem, o fazem de maneira superficial e, em sua grande maioria, sem uma efetiva integração com a proposta de ABP apresentada. Hsu, Van Dyke, Chen, & Smith, (2015) Figura 7. Metodologia de pesquisa e instrumentos de coleta de dados das pesquisas.…”

Enhancing skill in constructing scientific explanations using a structured argumentation scaffold in scientific inquiry

“…The present study thus seeks to develop a structured argumentation scaffold that not only applies Toulmin's Argument Pattern but also integrates several other strategies that promote argumentation and explanation to help students understand and construct scientific explanations as part of the process of scientific inquiry. With regard to the use of educational technology to extend the scope of classroom discourse beyond school walls (Scardamalia & Bereiter, 1994) and the convenience and effectiveness of technology in facilitating learning (Hsu, Van Dyke, Chen, & Smith, 2015;Tsai, 2015;Wang, 2014), several promising learning technologies, with particular interface designs, have been developed to support collaborative inquiry-based learning (Chang, Sung, & Lee, 2003;Gomez, Gordin, & Carlson, 1995;Guzdial, Turns, Rappin, & Carlson, 1995;Lund, Molinari, S ejourn e, & Baker, 2007;Scardamalia & Bereiter, 1991;Suthers, Weiner, Connelly, & Paolucci, 1995) and argumentation (P. Bell, 2000;Golanics & Nussbaum, 2008;Hong, Brudvik, & Chee, 2006;Hsu et al, 2015;McAlister, Ravenscroft, & Scanlon, 2004;Tsai, 2015;Wang, 2014). Similarly, this study seeks to use this structured argumentation scaffold in a computer-supported scientific inquiry environment.…”