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Experimental And Quasi Experimental Designs For Research

An increasing number of K–12 schools have adopted blended learning approaches. Current empirical research has been sparse regarding preparing teachers for blended teaching, including the skills the...

K–12 Blended Teaching Readiness: Model and Instrument Development

An important skill in solving problems, especially ill-structured problems, is the production of coherent arguments to justify solutions and actions. Because direct instruction in argumentation has produced inconsistent results and cannot effectively support online learning, we examined the use of online argumentation scaffolds to engage and support coherent argumentation. In this study, we showed that providing a constraint-based argumentation scaffold during group problem-solving activities increased the generation of coherent arguments. The same scaffold further resulted in significantly more problem-solving actions during collaborative group discussions. The effects of the scaffold varied for problem type. Groups that solved ill-structured problems produced more extensive arguments. When solving ill-structured problems, students need more argumentation support because of the importance of generating and supporting alternative solutions. The close relationship between argumentation and problem solving, especially ill-structured problem solving, is significant. The effects of the argument scaffold consistently transferred to the production of arguments during individual problem solving. Students used the familiar argumentation scripts while solving problems individually.

The effects of argumentation scaffolds on argumentation and problem solving in an online collaborative group problem-solving environment

This study was conducted in order to analyze the relation between analytical thinking skill and scientific argumentation in physics learning. The study was conducted with the interactive CK 12 simulation about optics.  The sample of the study consists of 28 randomly selected students in Yogyakarta, Indonesia. The data was collected using pre and post-test after learning in the class. Data was analyzed with descriptive statistic instruments along with t-test, MANOVA test and Correlation Analysis. Research findings show that analytical thinking skill and scientific argumentation of the students are rather low. Problem based learning with web based simulation can enhance student’s scientific argumentation and analytical thinking skill. Also, the correlation analysis conducted to determine the relationship between analyses analytical thinking skill and scientific argumentation. The results indicate that there is a statistical significant relationship between the analytical thinking skill and scientific argumentation.

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Relationship between Analytical Thinking Skill and Scientific Argumentation Using PBL with Interactive CK 12 Simulation

This paper presents an analysis of 30 recent journal articles and proceedings papers addressing the use of technology in mathematics and science distance education. The analysis is performed using Leximancer (2017), an automated textual analytics tool. The study asks, 1) “Which concepts occur most frequently relative to each discipline?”; 2) “How do frequent concepts vary between the disciplines?”; 3) “Which themes emerge as most characteristic of this discourse”; and “ What do the disciplinary document sets have in common?”. The findings offer strong evidence in support of a conjecture that discourse associated with the use of technology in distance education is conducted by mathematics and science education scholars using systematically different concepts and themes to represent their interests, methods, and findings.

https://dergipark.org.tr/tr/download/article-file/525615

Technology in Mathematics and Science Distance Education: Automated Textual Analysis of Articles and Proceedings Papers using Leximancer

Technological advancements have made it possible to design learning environments which support multiple representations, discussions and experimentations. This study designed and developed a web based argumentation environment, Argumantaryum. It provides virtual experimentation with, visually rich multi-representations of contents, video, and simulations upon which students may base their arguments and learn some elementary level science units related to matter. It has also a built-in discussion forum and an instant messaging component both of which contain argumentation sentenceopeners. Following the implementation, the system was tested in real classroom settings under different study schemes for different learning units. Results revealed that when students used the system collaboratively under a teacher’s guidance, students made progress in terms of both scientific discussion skills and knowledge of the learning units accommodated in the platform. Similar results were also obtained when the same usage scheme was followed for another learning unit. Finally, the report compared performance of the system to a human support only learning environment, and provided a discussion and a set of recommendations on how to further evaluate the platform.1

/pdf/computer-versus-computer-and-human-support-in-an-57yro7gsbi.pdf

Neslihan Er Amuce

Papers

Computer Versus Computer and Human Support in an Argumentation-based Science Learning Environment