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1.
In a teaching experiment 16 face-to-face and 11 e-mailFinnish university students studied academic debatingin an argumentation course. The 19 students of thecontrol group did not engage in the course. The courseinvolved two lectures, exercises with argumentativetexts, and face-to-face or e-mail seminar discussionsbased on these texts. Free debate, role play,problem-solving and panel discussion were the devicesused in organizing the course. The level of thestudents' argumentation skills were measured in apretest before the course and in a post-test after it.The results were compared between and within thegroups. The results indicated that during the e-mailstudies the students learned to identify and chooserelevant grounds, while the face-to-face studentsimproved in putting forward counterargumentation. Thecontrol group did not improve in these skills. Thestudy suggests that argumentation skills can bepromoted by short-term e-mail and face-to-faceteaching, and that practising argumentation indifferent learning environments develops differentkinds of argumentation skills. 相似文献
2.
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
3.
《The Internet and Higher Education》2006,9(3):217-227
Electronic mail (e-mail) is an extremely important medium for Internet-based education. Due to its unique characteristics, there is reason to be concerned that students do not put appropriate care into writing messages that are sent via e-mail. This has significant implications for the effectiveness of online learning environments. This paper describes an empirical research project to investigate the amount of thought students put into e-mail communication versus traditional face-to-face communication. A survey was administered to 596 undergraduates. The results of this survey indicate that students put significantly more thought into e-mail communication with the instructor and groups of peers than they do for equivalent face-to-face communication. At the same time, students tend to put about the same amount of thought into e-mail compared to verbal communication with individual peers. Finally, the research uncovered some interesting patterns concerning student gender and technology comfort as predictors of thought put into e-mail communication. 相似文献
4.
《Teaching and Teacher Education》2000,16(1):47-63
This formative study investigated the attitudes, beliefs, and perceptions of university students seeking teacher certification toward students with content-area difficulties as well as towards their own tutoring experience. A qualitative analysis of communication with the university course instructors reported through electronic mail (e-mail) messages revealed several themes. The researchers identified the following themes through analysis: instructional growth; emotional attachment; why students failed; self-evaluation; using what is learned; and the e-mail experience. These themes indicate that field-based experiences may benefit students as they are provided varied and regular support systems including both electronic and face-to-face. This support would facilitate discussions about the social and emotional development of tutees and help prospective teachers make more conscious connections among their other course work. 相似文献
5.
Mehmet Aydeniz Zehra Ozdilek 《International Journal of Science and Mathematics Education》2016,14(7):1255-1273
The purpose of this study was to explore the impact of an intervention on pre-service science teachers’ self-efficacy to teach science through argumentation and explore the challenges they experienced while implementing argumentation. Forty pre-service science teachers in their final semester of schooling participated in an intervention that lasted for 11 weeks. Intervention focused on participants’ understanding of argumentation as a scientific practice and as a pedagogical tool. The participants engaged in argument construction, evaluation, and critique, taught three argumentation lessons, engaged in peer observation of teaching, and reflection on their teaching skills. Data were collected through Argumentation Self-Efficacy Scale and an open-ended questionnaire. The results show that the intervention had a significantly positive effect on pre-service teachers’ self-efficacy. Despite this reported self-efficacy, participants experienced significant challenges in guiding their students to construct scientific arguments and assessing the arguments developed by their students. Discussion focuses on implications for professional development of pre-service and in-service science teachers. 相似文献
6.
This meta-analysis examined 35 study results within last 10 years that directly compared the response rates of e-mail versus mail surveys. Individual studies reported inconsistent findings concerning the response rate difference between e-mail and mail surveys, but e-mail surveys generally have lower response rate (about 20% lower on the average) than mail surveys. Two study features (population type and follow-up reminders) could account for some variation in the e-mail and mail survey response rate differences across the studies. For the studies involving college populations, the response rate difference between e-mail and mail surveys was much smaller, or even negligible, suggesting that e-mail survey is reasonably comparable with mail survey for college populations. The finding about follow-up reminder as a statistically significant study feature turns out to be somewhat an anomaly. Other study features (i.e., article type, random assignment of survey respondents into e-mail and mail survey modes, and use of incentives) did not prove to be statistically useful in accounting for the variation of response rate differences between mail and e-mail surveys. The findings here suggest that, in this age of internet technology, mail survey is still superior to e-mail survey in terms of obtaining higher response rate. 相似文献
7.
Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the socio-scientific inquiry of a designed video game. We report the results of a mixed-methods study examining the use of this media-based mentoring system with students ages 11 through 14. We observed that the discourse of groups of students that engaged with the game-infused science curriculum while interacting with college student mentors via a social media platform demonstrated statistically significant higher ratings of cognitive, epistemic, and social aspects of argumentation than groups of students that engaged with the social media platform and game-infused science curriculum without mentors. We further explored the differences between the Discourses of the mentored and non-mentored groups. This analysis showed that students in the mentored groups were invited, guided, and socialized into roles of greater agency than students in the non-mentored groups. This increased agency might explain why mentored groups demonstrated higher levels of scientific argumentation than non-mentored groups. Based on our analyses, we argue that media-based mentoring may be designed around a video game to support middle school students in engaging in argumentation from evidence. 相似文献
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This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students’ general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important decision-making skills. Learning bioethics through scientific argumentation gives students opportunities to express their ideas, formulate educated opinions and value others’ viewpoints. Research has shown that science teachers’ expectations of student success and knowledge directly influence student achievement and confidence levels. Our study analyzes pre-course and post-course surveys completed by students enrolled in a university level bioethics course (n = 111) and by faculty in the College of Biology and Agriculture faculty (n = 34) based on their perceptions of student confidence. Additionally, student data were collected from classroom observations and interviews. Data analysis showed a disconnect between faculty and students perceptions of confidence for both knowledge and the use of science argumentation. Student reports of their confidence levels regarding various bioethical issues were higher than faculty reports. A further disconnect showed up between students’ preferred learning styles and the general faculty’s common teaching methods; students learned more by practicing scientific argumentation than listening to traditional lectures. Students who completed a bioethics course that included practice in scientific argumentation, significantly increased their confidence levels. This study suggests that professors’ expectations and teaching styles influence student confidence levels in both knowledge and scientific argumentation. 相似文献
10.
《Journal of educational and psychological consultation》2013,23(1):75-90
In this article we describe the design, implementation, and outcomes of a computer-mediated peer support group. Four school psychologists used an enhanced version of electronic mail (e-mail) referred to as groupware. The purpose of the e-mail messages was to provide two of the school psychologists with support in regard to their consultations with teachers. During the 15-week project, the school psychologists exchanged 65 e-mail messages. Their perceptions of the learning and social outcomes of the group were assessed. The school psychologists indicated that the majority of the messages contributed to their becoming more knowledgeable about consultation and knowing what support to offer the other school psychologists. Overall, the computer-mediated group experience seemed to meet or exceed the school psychologists' preproject high expectations in regard to learning about classroom-based interventions and receiving social support. Moreover, they also perceived their computer-mediated group to be highly cohesive. 相似文献
11.
Linda J. Sax Shannon K. Gilmartin Jenny J. Lee Linda Serra Hagedorn 《Community College Journal of Research & Practice》2013,37(9):712-729
This study was designed to examine response rates and bias among a sample of community college students who received a district-wide survey by standard mail or e-mail. Findings suggest that predictors of response and types of responses are not appreciably different across paper and online mail-out samples when these samples are “matched” in terms of key demographics. Rates of response, however, differ by mode of survey administration, gender, and race/ethnicity. 相似文献
12.
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
13.
浅析小组任务驱动学习模式中的优化控制 总被引：1，自引：0，他引：1
小组学习是教师组织教学、学生合作学习的一种方式。在小组学习中合理地运用任务驱动,能够使学生通过积极的思考和实践来自主学习。通过小组学生学习状况的反馈,可以建立合理优化的小组任务驱动学习模式。 相似文献
14.
The issue of mathematics underachievement among students has been an increasing international concern over the last few decades.
Research suggests that academic success can be achieved by focusing on both the individual and social aspects of learning.
Within the area of mathematics education, the development of metacognitive skills and the incorporation of discourse in classroom
instruction has resulted in students having deeper conceptual understandings of the content and increased mathematical achievement.
However, studies in this field tend to focus on the effects of these practices separately, making research that seeks to harness
the potential of both quite rare. This paper reports on a study that was aimed at addressing this gap in the literature by
examining the effects of writing and argumentation on achievement. Two hundred and eleven students and five teachers participated
in this multimethod study that investigated the effects of three treatment conditions on mathematical achievement. These conditions
were writing alone, argumentation alone, and writing and argumentation combined. Analysis of covariance revealed significant
differences between the groups, and tests of the contrasts showed that students who engaged in both argumentation and writing
had greater knowledge gains than students who engaged in argumentation alone or neither activity. 相似文献
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《Journal of moral education》2012,41(2):232-251
This study investigated the effect of scaffolding computer-mediated discussions to improve moral reasoning and argumentation quality in pre-service teachers. Participants of this study were 76 teaching education students at a Turkish university. They were divided into three groups: (1) a computer-supported argumentation group; (2) a computer-mediated discussion group; and (3) a control group. Participants in the computer-supported argumentation group were instructed in argumentation, and were provided with note starters and graphical argumentation tools. The computer-mediated discussion group, however, was engaged in unstructured interaction on the Moodle forum, a free popular learning management system having a threaded discussion forum. The control group did not receive any instruction and neither did they participate in any discussions. As for the results, the computer-supported argumentation group outperformed the control group, but not the computer-mediated discussion group on DIT score and argumentation quality. Thus, it was concluded that both giving instruction on argumentation and appropriately designing the interfaces of computer-mediated discussion environments can enhance argumentation quality in students’ writings and also their moral reasoning. 相似文献
18.
This qualitative study examines the interactions between individuals, ideas, and materials as two high and two low performing
groups of students engaged in a process of collaborative scientific argumentation. To engage students in collaborative scientific
argumentation the students were randomly assigned to small groups of three students each. Each triad was asked to critique
six alternative explanations for a discrepant event and to produce a single written argument justifying the explanation they
felt was most valid or acceptable. The two higher performing triads produced arguments that included a sufficient and accurate
explanation that was well supported with appropriate evidence and reasoning while the two lower performing triads produced
arguments that included an inaccurate explanation supported by inappropriate justification. A verbal analysis of the interactive
processes that took place within these four triads identified five distinct differences in the ways these triads engaged in
collaborative scientific argumentation that seemed to promote or constrain the development of high quality written arguments.
These differences include (1) the number of unique ideas introduced into the conversation, (2) how individuals responded to
these ideas, (3) how often individuals challenged ideas when discussing them, (4) the criteria individuals used to distinguish
between ideas, and (5) how group members used the available corpus of data. The conclusions and implications of this study
include recommendations for the design and revision of curriculum, the development of new instructional models and technology-enhanced
learning environments, and areas for future research. 相似文献
19.
卢飞飞 《黑龙江教育学院学报》2011,(8):189-190
在日语教学中通过多种形式,充分发挥教师的主导作用和学生的主体作用,让学生积极主动地投入学习,并且把所学知识融入到真实的语境中进行实际语言交流,这是高职日语教学的关键,可以优化教学效果,提高学生综合素质。 相似文献
20.
Jason Bond Huett Kevin E. Kalinowski Leslie Moller Kimberly Cleaves Huett 《The American journal of distance education》2013,27(3):159-176
Abstract This study examined the use of ARCS-based, motivational mass e-mail messages designed to improve the motivation and retention of students enrolled in an online, entry-level, undergraduate computer applications course. Data from the Course Interest Survey, based on Keller's ARCS model, were gathered and analyzed for two online groups (one treatment and one control) and compared with a face-to-face class for differences in attention, relevance, confidence, satisfaction, and overall motivation. Based on the analysis, this article argues that simple, cost-effective, and easy-to-design mass e-mail messages show potential for addressing some of the motivational needs and retention concerns of online students. 相似文献