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1.
这项研究考察了学生在参与计算机辅助合作讨论中，思想开放和性别对批判性教学的影响。研究发现：1）思想开放的学生在讨论问题时在提出的反驳次数上会有明显差异；2）性别不同的学生在提出反驳的次数上有显著差异；3）思想开放程度不同的男生之间，提出反驳的次数有显著差异；而在女生中则没有这种差异。4）思想开放程度不同的学生在面对挑战时作出的反应是一样的。这些发现表明了思想开放程度与性别之间是如何相互作用的、计算机辅助合作讨论中开放是如何影响学生的表现的，以及应对策略如何能用来分析和建构批判思维讨论的。  相似文献   

2.
This article describes an effort to explore and enhance argumentation skills of Taiwanese grade 6 students through instruction in socioscientific issues. An experienced elementary school teacher was given 8 months of personalized instruction on argumentation skills and socioscientific issues, then subsequently implemented a 17-h classroom unit on the establishment of Ma-Guo National Park. His students learned to establish claims and warrants, construct counterarguments, offer supportive arguments, and provide evidence for each one. Data consisted of student responses to questionnaires and individual follow-up interviews. A multiple regression analysis revealed that success in learning argumentation skills was not substantially related to pre-instruction argumentation skills, but significantly related to the student ability levels. High-ability students were significantly better than low-ability students at generating complete arguments. Most students elaborated their arguments, and more high-ability students offered rebuttals after instruction. However, even these high achievers did not completely understand the meaning of evidence and often misused supplementary warrants as evidence.  相似文献   

3.
In asynchronous threaded discussions, messages posted near the end of the week provide less time for students to critically examine and respond to ideas presented in the messages than messages posted early in the week. This study examined how the day in which messages are posted (early, midweek and weekend) in computer-supported collaborative argumentation affect the number of responses elicited by arguments and challenges, and how its effects differ across the four types of exchanges (argument–challenge, challenge–counterchallenge, challenge–explain, challenge–evidence) that serve as indicators of critical discourse. This study found that the day of posting had a significant effect on the number of responses elicited per message, with the greatest to smallest effect on argument–challenge, challenge–counterchallenge, challenge–explain and challenge–evidence exchanges respectively. These findings highlight some of the limitations of asynchronous discussions, and suggest alternative ways to implement and design discussion environments to promote higher levels of critical discourse.  相似文献   

4.
Given that grammatical and spelling errors have been found to influence perceived competence and credibility in written communication, this study examined how a student’s grammar and spelling errors affect how other students respond to the student’s postings in four online debates hosted in asynchronous threaded discussions. Message-response exchanges were sequentially analyzed to identify patterns in students’ replies to arguments and challenges with counter-challenges, explanations, and evidentiary support posted by students that exhibited low versus high number of grammatical and spelling errors. Although no causal inferences can be drawn from this study, the findings nevertheless suggests that: (a) arguments posted by high-error students are more likely to be challenged than arguments posted by low-error students; (b) exchanges between high-error students can amplify the effects of grammar/spelling errors; and (c) higher levels of argumentation can be achieved by placing students into groups that are heterogeneous in writing skills in general. The findings and methods used in this study lay the groundwork for further research on strategies for managing individual differences in students’ grammar and spelling (and other student behaviors in general) and increasing the level of critical discourse in online discussions.  相似文献   

5.
This study examined the effects of conversational language (e.g., asking questions, inviting replies, acknowledgments, referencing others by name, closing signatures, ‘I agree, but’, greetings, etc.) on the frequency and types of responses posted in reply to given types of messages (e.g., argument, evidence, critique, explanation), and how the resulting response patterns support and inhibit collaborative argumentation in asynchronous online discussions. Using event sequence analysis to analyze message-response exchanges in eight online group debates, this study found that (a) arguments elicited 41% more challenges when presented with more conversational language (effect size .32), (b) challenges with more conversational language elicited three to eight times more explanations (effect size .12 to .31), and (c) the number of supporting evidence elicited by challenges was not significantly different from challenges that used more versus less conversational language. Overall, these and other findings from exploratory post-hoc tests show that conversational language can help to produce patterns of interaction that foster high levels of critical discourse, and that some forms of conversational language are more effective in eliciting responses than others.  相似文献   

6.
This study explores how collaborative inquiry learning can be supported with multiple scaffolding agents in a real-life field trip context. In practice, a mobile peer-to-peer messaging tool provided meta-cognitive and procedural support, while tutors and a nature guide provided more dynamic scaffolding in order to support argumentative discussions between groups of students during the co-creation of knowledge claims. The aim of the analysis was to identify and compare top- and low-performing dyads/triads in order to reveal the differences regarding their co-construction of arguments while creating knowledge claims. Although the results revealed several shortcomings in the types of argumentation, it could be established that differences between the top performers and low performers were statistically significant in terms of social modes of argumentation, the use of warrants in the mobile tool and in overall participation. In general, the use of the mobile tool likely promoted important interaction during inquiry learning, but led to superficial epistemological quality in the knowledge claim messages.  相似文献   

7.
This study examined the effects of pre‐structuring discussion threads on group performance in computer‐supported collaborative argumentation where students labeled their messages as arguments, challenges, supporting evidence, and explanations on a threaded discussion board. In the pre‐structured group students were required to post supporting and opposing arguments to designated and separate discussion threads. In the control group no discussion threads were designated for posting supporting and opposing arguments. The mean number of challenges elicited per argument was 64% greater with pre‐structured threads (ES = +.47). No significant differences were found in the mean number of counter‐challenges, supporting evidence, and explanations posted in reply to challenges. The findings suggest that prestructured discussion threads can increase the frequency of argument→challenge exchanges needed to initiate critical discourse.  相似文献   

8.
This paper explores the argumentation ability of ten science teachers in two South African schools on opposite ends of the resource spectrum. Toulmin's model is used to analyse individual contributions in six group discussions. The findings show that levels of argumentation improve with teachers’ involvement in the development of teaching resources and the closeness of the argumentation task. The nature of the arguments is permeated by inclusiveness, thus precluding the use of rebuttals, traditionally a requirement for high-quality arguments. Based on the ubuntu worldview, a model of inclusive argumentation is proposed with implication for teaching and a scheme of assessable levels of argumentation.  相似文献   

9.
This study examined how message-response exchanges produced in the interactions between active learners only, reflective learners only, active-reflective learners and reflective-active learners affected how often active versus reflective learners posted rebuttals to arguments and challenges across four types of exchanges that believed to promote critical discourse (argument–challenge, challenge–counterchallenge, challenge–explain, challenge–evidence) in computer-supported collaborative argumentation (CSCA). This study found that the exchanges between reflective learners produced 44% more responses than in the exchanges between active learners ( ES  = +0.17). The reflective–reflective exchanges produced 47% more responses than the active–reflective exchanges ( ES  = +0.18). These results suggest that groups with reflective learners only are likely to produce more critical discourse than groups with active learners only, and the ratio of active–reflective learners within a group can potentially influence overall group performance. These findings illustrate how specific traits of the learner can affect discourse processes in CSCA and provide insights into process-oriented strategies and tools for structuring dialogue and promoting critical inquiry in online discussions.  相似文献   

10.
Just as scientific knowledge is constructed using distinct modes of inquiry (e.g. experimental or historical), arguments constructed during science instruction may vary depending on the mode of inquiry underlying the topic. The purpose of this study was to examine whether and how secondary science teachers construct scientific arguments during instruction differently for topics that rely on experimental or historical modes of inquiry. Four experienced high-school science teachers were observed daily during instructional units for both experimental and historical science topics. The main data sources include classroom observations and teacher interviews. The arguments were analyzed using Toulmin's argumentation pattern revealing specific patterns of arguments in teaching topics relying on these 2 modes of scientific inquiry. The teachers presented arguments to their students that were rather simple in structure but relatively authentic to the 2 different modes. The teachers used far more evidence in teaching topics based on historical inquiry than topics based on experimental inquiry. However, the differences were implicit in their teaching. Furthermore, their arguments did not portray the dynamic nature of science. Very few rebuttals or qualifiers were provided as the teachers were presenting their claims as if the data led straightforward to the claim. Implications for classroom practice and research are discussed.  相似文献   

11.
The purpose of this study was to investigate the quality, evolution, and position of university students’ argumentation about organic agriculture over a 4-week argument–critique–argument e-learning experience embedded in a first year university biology course. The participants (N??=??43) were classified into three groups based on their epistemological views. Data collected from individual arguments, group deliberations, and individual critiques were coded and analyzed to establish the quality and evolution of argumentation. Results indicated significant improvement in the quality of their justifications between the first and second arguments. Post-hoc comparison of epistemological groups indicated that the more constructivist-oriented students had a greater significant evolution of their justifications than the more empiricist-oriented students, but there was no significant main effect for epistemological orientation. Qualitative analysis of the intervening critiques indicated that some students incorporated or used other students’ arguments or counter-arguments to change their position or to enhance the justification of their original position on organic agriculture, while others appeared to be locked into a confirmation-bias stance and search for evidence that supported their original position and disregarded contradictory evidence.  相似文献   

12.
Three male and eight female Finnish students practised argumentation in two e-mail study groups as part of an academic debating course during spring 1998. The course involved two lectures, argumentative texts with exercises and e-mail discussions relating to the texts. The discussions were organised around free debate and role play. The data consisted of the 326 e-mail messages sent by the students during the course. The data analyses focused on (1) the interactivity and argumentativeness of the students' messages, (2) the types of roles that the students assumed during the interaction, and (3) the effects of the method of working and gender on the quality of interaction. The results indicated that 78% of the messages were interactive (i.e. they included one or more references to a fellow student's message). In general, the students expressed elaborative neutrality and grounded disagreement towards each other's arguments. The roles most commonly adopted during the discussions were those of participation and support. The students produced more grounded disagreement and more often assumed attacking and problematising roles during role play than during free debate. In contrast, supportive and participatory roles and replies showing agreement were more common during free debate. Women showed agreement more often than men, while counter-attacking and participatory roles and elaborative neutrality were more common among men. The results suggest that the use of role play in the teaching of argumentation can lead to more focused and higher-level argumentative discussion.  相似文献   

13.
《Learning and Instruction》2006,16(5):492-509
This study focuses on the contribution of overall epistemological understanding to argumentation skills, after controlling for topic knowledge and interest, in eighth graders. Students were introduced to two controversial topics, global warming and genetically modified food, through the reading of a two-sided text on each topic. After reading, students were asked to generate an argument, a counterargument, and a rebuttal for each topic. Findings from hierarchical regression analyses show that epistemological understanding was a significant predictor of all three components of argumentation skills for both controversies. In addition, participants at the evaluativist level of overall epistemological understanding generated arguments, counterarguments, and rebuttals of a higher quality than participants at the multiplist level. Findings were substantially replicated by a domain-specific analysis of epistemological understanding. Topic knowledge moderately, but significantly, contributed to the production of rebuttals about transgenic food only, while topic interest did not play a significant role.  相似文献   

14.
对8所高校“90后”大学生的问卷调查显示,大学生课余生活的性别差异主要体现在以下方面：男生运动的时间多于女生,饮食的最低消费也高于女生;男生生活自控性弱于女生;男女社会活动参与度呈现平等趋势;男生更关注于社会,女生更注重情趣．  相似文献   

15.
This paper argues the possible simultaneous development and transfer of students' argumentation skills from one socio-scientific issue to another in a Confucian classroom. In Malaysia, the Chinese vernacular schools follow a strict Confucian philosophy in the teaching and learning process. The teacher talks and the students listen. This case study explored the transfer of argumentation skills across two socio-scientific issues in such a Form 2 (8th grade) classroom. An instructional support to complement the syllabus was utilised. The teaching approach in the instructional support was more constructivist in nature and designed to introduce argumentation skills which is uncommon in a Confucian classroom. The two socio-scientific issues were genetically modified foods and deforestation. This paper presents a part of the bigger case study that was conducted. Data collected from written arguments were analysed using an analytical framework built upon Toulmin's ideas. The whole class analysis indicated progression in students' argumentation skills in their ability to give more valid grounds and rebuttals during the transfer. The individual analysis suggests progression in the majority of students' performance, while several students demonstrated non-progression when they faced a different socio-scientific issue.  相似文献   

16.
This study examined gender differences in 79 high‐school students’ attitudes towards their science classes, their perceptions of science and scientists, and their views about majoring in science. The study identified some of the subtleties underlying females’ low participation in, and interest in, science documented in previous research. Four themes emerged from responses on the rating scales and questionnaire. First, even when females planned to major in science, they were more interested than males in the people‐oriented aspects of their planned majors. Second, biology was the one exception to females’ low interest in science. Third, females often planned a science major mainly because they needed a science background in order to enter a health profession such as medicine or physical therapy. Fourth, females generally found science uninteresting and the scientific lifestyle (as perceived by them) unattractive. Implications for teaching science were discussed.  相似文献   

17.
Formative assessment, bilingualism, and argumentation when combined can enrich bilingual scientific literacy. However, argumentation receives little attention in the practice of bilingual science education. This article describes the effect of a formative assessment-based pedagogical strategy in promoting university students’ argumentation. It examines the written and oral arguments produced by 54 undergraduates (28 females and 26 males, 16–21 years old) in Colombia during a university bilingual (Spanish-English) science course. The data used in this analysis was derived from students’ written responses, and audio and video recordings. The first goal of this study was to determine how this teaching strategy could help students increase the use of English as a means of communication in argumentation in science. The second goal was to establish the potential of the strategy to engage students in argumentative classroom interactions as an essential part of formative assessment. The findings show that the strategy provided participants with opportunities to write their argumentation in Spanish, in English and in a hybrid version using code-switching. Educational implications for higher education are discussed.  相似文献   

18.
The purpose of the present study was to investigate the relationship between personal variables of physical education students and their attitudes towards participation of children with disabilities and self‐efficacy (SE) in teaching students with disabilities in regular classes. A total 153 PE majors (95 females and 58 males) participated in the study. A 15‐item attitude instrument and a 15‐item SE instrument concerning dilemmas during educational tasks were administered as a part of the didactic assignments. Factor analysis revealed one challenge and two threat factors in the attitude instrument. The statistical analysis revealed significant effects on attitudes to gender (females higher than males) and years in college (advanced students higher than novices). Significant effects on SE were found in the coursework, previous experience and years in college variables. SE was inversely related to both threat factors of the attitude instrument (r?=???0.42 and ??0.43 respectively).  相似文献   

19.
We explored the scientific argumentation that occurs among university biology students during an argumentation task implemented in two environments: face-to-face in a classroom and online in an asynchronous discussion. We observed 10 student groups, each composed of three students. Our analysis focused on how students respond to their peers’ unscientific arguments, which we define as assertions, hypotheses, propositions, or explanations that are inaccurate or incomplete from a scientific perspective. Unscientific arguments provide opportunities for productive dissent, scientific argumentation, and conceptual development of scientifically desirable conceptions. We found that students did not respond to the majority of unscientific arguments in both environments. Challenges to unscientific arguments were expressed as a question or through explanation, although the latter was more common online than face-to-face. Students demonstrated significantly more epistemic distancing in the face-to-face environment than the online environment. We discuss the differences in discourse observed in both environments and teaching implications. We also provide direction for future research seeking to address the challenges of engaging students in productive scientific argumentation in both face-to-face and online environments.  相似文献   

20.
This paper studies gender differences in college applications in Chile. We use the revealed preferences of students for college major choice by taking advantage of Chile’s Centralized Admission System, and estimate a nested logit model to predict the first preference of applicants. We find that males apply to selective programs even when they are marginal candidates, while equally qualified female candidates tend to apply less often to these programs. Using counterfactual exercises, we conclude that to successfully address the gender gap, along with promoting females’ participation in STEM careers, we must increase males’ willingness to consider non-STEM fields. Closing the gender gap does not imply a loss in terms of talent distribution by area of knowledge.  相似文献   

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