Developing regression heuristics through argumentation in computing laboratory

Abstract

Developing regression heuristics for students is not straightforward. It would be better to organize class settings to facilitate small group discussions; they can talk about how to address a question of common concern through argumentation such that their thoughts would be articulated. The students in the present study were divided into small groups in a computing laboratory in order to increase opportunities for peer discussion. An observation study was then conducted; the contents of their discussions were analyzed. It was found that argumentation was characterized by the question-and-answer exchanges that shaped the flow of regression tasks on which they worked. They were comfortable in presenting their standpoints or responses, and the responses were taken seriously by their peers. They raised questions when they found peers’ feedback vague. Besides, group interaction was associated with positive responses, thus articulating students’ thoughts, enriching thinking context, and broadening thinking perspective.