Computer Versus Computer and Human Support in an Argumentation-based Science Learning Environment
01 Aug 2015-Vol. 1, Iss: 2, pp 137-161
TL;DR: A web based argumentation environment that 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 is designed and developed.
Abstract: 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
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01 Jan 2016
TL;DR: This experimental and quasi experimental designs for research aims to help people to cope with some infectious virus inside their laptop, rather than reading a good book with a cup of tea in the afternoon, but end up in malicious downloads.
Abstract: Thank you for reading experimental and quasi experimental designs for research. Maybe you have knowledge that, people have search numerous times for their favorite readings like this experimental and quasi experimental designs for research, but end up in malicious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they cope with some infectious virus inside their laptop.
2,255 citations
TL;DR: An increasing number of K-12 schools have adopted blended learning approaches as mentioned in this paper and current empirical research has been sparse regarding preparing teachers for blended teaching, including the skills the teachers need to learn.
Abstract: 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...
57 citations
01 Jan 2001
TL;DR: It is shown that providing a constraint-based argumentation scaffold during group problem-solving activities increased the generation of coherent arguments, and the same scaffold further resulted in significantly more problem-Solving actions during collaborative group discussions.
Abstract: 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.
45 citations
04 Jul 2019
TL;DR: In this paper, a study was conducted in order to analyze the relation between analytical thinking skill and scientific argumentation in physics learning and the results indicate that there is a statistical significant relationship between the analytical thinking skills and scientific arguments.
Abstract: 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.
16 citations
Cites result from "Computer Versus Computer and Human ..."
...This finding is similar with the study results of Wang (2014) Iordanou and Constantinou (2015), Acar and Patton (2016), Akpinar, Ardac, and Amuce (2015), Spires (2015) indicate that web base learning effective to enhance student’s scientific argumentation and analytical thinking skill....
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18 Aug 2018
TL;DR: In this paper, an analysis of 30 recent journal articles and proceedings papers addressing the use of technology in mathematics and science distance education is performed using Leximancer (2017), an automated textual analytics tool.
Abstract: 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.
10 citations
References
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TL;DR: A survey drawn from social science research which deals with correlational, ex post facto, true experimental, and quasi-experimental designs and makes methodological recommendations is presented in this article.
Abstract: A survey drawn from social-science research which deals with correlational, ex post facto, true experimental, and quasi-experimental designs and makes methodological recommendations. Bibliogs.
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01 May 2009
TL;DR: The meta-analysis of empirical studies of online learning found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction, and suggests that the positive effects associated with blended learning should not be attributed to the media, per se.
Abstract: A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education).
3,114 citations
TL;DR: In this paper, the authors examined the effects of three dimensions of teacher behavior (involvement, structure, and autonomy support) on 144 children's (Grades 3-5) behavioral and emotional engagement across a school year.
Abstract: On the basis of a new model of motivation, we examined the effects of 3 dimensions of teacher (n = 14) behavior (involvement, structure, and autonomy support) on 144 children's (Grades 3-5) behavioral and emotional engagement across a school year. Correlational and path analyses revealed that teacher involvement was central to children's experiences in the classroom and that teacher provision of both autonomy support and optimal structure predicted children's motivation across the school year. Reciprocal effects of student motivation on teacher behavior were also found. Students who showed higher initial behavioral engagement received subsequently more of all 3 teacher behaviors. These findings suggest that students who are behaviorally disengaged receive teacher responses that should further undermine their motivation. The importance of the student-teacher relationship, especially interpersonal involvement, in optimizing student motivation is highlighted. What are the factors that motivate children to learn? Educators and parents value motivation in school for its own sake as well as for its long-term contribution to children's learning and self-esteem. Highly motivated children are easy to identify: They are enthusiastic, interested, involved, and curious; they try hard and persist; and they actively cope with challenges and setbacks. These are the children who should stay in school longer, learn more, feel better about themselves, and continue their education after high school. Recent research has borne this out (Ames & Ames, 1984, 1985; Pintrich, 1991; Stipek, 1988). Although motivated students are easy to recognize, they are difficult to find. Research shows that across the preschool to high school years, children's intrinsic motivation decreases and they feel increasingly alienated from learning (Harter, 1981). Why is it so difficult to optimize student motivation? Decades of psychological and educational research
2,958 citations
01 Jan 2016
TL;DR: This experimental and quasi experimental designs for research aims to help people to cope with some infectious virus inside their laptop, rather than reading a good book with a cup of tea in the afternoon, but end up in malicious downloads.
Abstract: Thank you for reading experimental and quasi experimental designs for research. Maybe you have knowledge that, people have search numerous times for their favorite readings like this experimental and quasi experimental designs for research, but end up in malicious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they cope with some infectious virus inside their laptop.
2,255 citations
"Computer Versus Computer and Human ..." refers methods in this paper
...This mixed method research integrated a quasi-experimental control group design with pre and post tests, along with qualitative data collection and quantitative and qualitative data analysis procedures (Campbell & Stanley, 1963; Tashakkori & Teddlie, 1998)....
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