Portraits of middle school students constructing evidence-based arguments during problem-based learning: the impact of computer-based scaffolds |
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Authors: | Brian R Belland |
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Institution: | (1) Department of Instructional Technology and Learning Sciences, Utah State University, 2830 Old Main Hill, Logan, UT 84341, USA |
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Abstract: | A critical step in problem-based learning (PBL) units occurs when groups present their solution to the central problem. This
is challenging for middle school students because it involves the creation of an evidence-based argument (Krajcik et al.,
Journal of the Learning Sciences 7:313–350, 1998). Using a mixed method design, this study investigated (a) the impact of
computer-based argumentation scaffolds on middle school students’ argumentation ability, and (b) what middle school students
used for support and why during a PBL unit. Data sources included persuasive presentation rating scores, argument evaluation
ability test, videotaped class sessions, and prompted interviews. Results included a significant impact on average-achieving
students’ argument evaluation ability, and use of the scaffolds by the small groups to plan their research and keep organized. |
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