Exploring students' computer-supported collaborative argumentation with socio-scientific issues

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-10-02 DOI:10.1111/jcal.13073

Wenli Chen, Yiting Han, Jesmine Tan, Aileen Siew Cheng Chai, Qianru Lyu, Lyna

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引用次数: 0

Abstract

Background

This study examined the effect of computer-supported collaborative argumentation (CSCA) on secondary school students' understanding of socio-scientific issues (SSI). Engaging students in collaborative argumentation is known to help with deepening their understanding of SSI.

Methods

In this study, a mixed-method design is used to investigate 84 students' collaborative argumentation processes and outcomes. The statistical analysis, epistemic network analysis and qualitative uptake analysis results showed that CSCA was effective in supporting secondary school students' evidence-based argumentation skills on SSI.

Findings and Conclusion

Several cases were presented to show how students engaged in CSCA to explore meaningful learning opportunities and how CSCA helped students' learning on SSI.

Implications

The findings provided insights for future innovative teaching and learning SSI in authentic classroom settings.

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探索学生在计算机支持下合作论证社会科学问题的方法

背景本研究探讨了计算机支持的协作论证（CSCA）对中学生理解社会科学问题（SSI）的影响。众所周知，让学生参与协作论证有助于加深他们对社会科学问题的理解。方法本研究采用混合方法设计，调查 84 名学生的合作论证过程和结果。统计分析、认识论网络分析和定性吸收分析结果表明，CSCA 能有效支持中学生在 SSI 方面的循证论证技能。研究结果和结论通过几个案例，展示了学生如何参与 CSCA 探索有意义的学习机会，以及 CSCA 如何帮助学生在 SSI 上学习。启示研究结果为今后在真实课堂环境中创新 SSI 教学提供了启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope