The effects of computerized inquiry-stage-dependent argumentation assistance on elementary students' science process and argument construction skills

C. H. Lin, C. H. Chiu, C. C. Hsu, T. I. Wang, C. H. Chen

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This study proposed a computerized inquiry-stage-dependent argumentation assistance and investigated whether this can help improve elementary students' performance in science processes and the construction of quality arguments. Various argumentation assistances were developed and incorporated into each stage of scientific inquiry in a computer-supported scientific inquiry system. A nonequivalent quasi-experimental design was adopted to evaluate the effectiveness of this approach. Two intact sixth grade classes (N = 55) participated in this study, and each student used a tablet computer to accomplish the designated inquiry activities. One class of students was arranged to use the stage-dependent argumentation assistance, and the other used a generic text-based interface. The findings indicate that students who used the stage-dependent argumentation assistance could acquire significantly better science process and argument construction skills than those using the generic text-based interface.

Original languageEnglish
Pages (from-to)279-292
Number of pages14
JournalJournal of Computer Assisted Learning
Volume34
Issue number3
DOIs
Publication statusPublished - 2018 Jun

Fingerprint

argumentation
assistance
Students
science
student
Design of experiments
school grade
performance

Keywords

  • argument construction
  • elementary students
  • science process skill
  • scientific inquiry

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

The effects of computerized inquiry-stage-dependent argumentation assistance on elementary students' science process and argument construction skills. / Lin, C. H.; Chiu, C. H.; Hsu, C. C.; Wang, T. I.; Chen, C. H.

In: Journal of Computer Assisted Learning, Vol. 34, No. 3, 06.2018, p. 279-292.

Research output: Contribution to journalArticle

@article{1afa643d579f4f25a2c5fcb12b81ff39,
title = "The effects of computerized inquiry-stage-dependent argumentation assistance on elementary students' science process and argument construction skills",
abstract = "This study proposed a computerized inquiry-stage-dependent argumentation assistance and investigated whether this can help improve elementary students' performance in science processes and the construction of quality arguments. Various argumentation assistances were developed and incorporated into each stage of scientific inquiry in a computer-supported scientific inquiry system. A nonequivalent quasi-experimental design was adopted to evaluate the effectiveness of this approach. Two intact sixth grade classes (N = 55) participated in this study, and each student used a tablet computer to accomplish the designated inquiry activities. One class of students was arranged to use the stage-dependent argumentation assistance, and the other used a generic text-based interface. The findings indicate that students who used the stage-dependent argumentation assistance could acquire significantly better science process and argument construction skills than those using the generic text-based interface.",
keywords = "argument construction, elementary students, science process skill, scientific inquiry",
author = "Lin, {C. H.} and Chiu, {C. H.} and Hsu, {C. C.} and Wang, {T. I.} and Chen, {C. H.}",
year = "2018",
month = "6",
doi = "10.1111/jcal.12241",
language = "English",
volume = "34",
pages = "279--292",
journal = "Journal of Computer Assisted Learning",
issn = "0266-4909",
publisher = "Wiley-Blackwell",
number = "3",

}

TY - JOUR

T1 - The effects of computerized inquiry-stage-dependent argumentation assistance on elementary students' science process and argument construction skills

AU - Lin, C. H.

AU - Chiu, C. H.

AU - Hsu, C. C.

AU - Wang, T. I.

AU - Chen, C. H.

PY - 2018/6

Y1 - 2018/6

N2 - This study proposed a computerized inquiry-stage-dependent argumentation assistance and investigated whether this can help improve elementary students' performance in science processes and the construction of quality arguments. Various argumentation assistances were developed and incorporated into each stage of scientific inquiry in a computer-supported scientific inquiry system. A nonequivalent quasi-experimental design was adopted to evaluate the effectiveness of this approach. Two intact sixth grade classes (N = 55) participated in this study, and each student used a tablet computer to accomplish the designated inquiry activities. One class of students was arranged to use the stage-dependent argumentation assistance, and the other used a generic text-based interface. The findings indicate that students who used the stage-dependent argumentation assistance could acquire significantly better science process and argument construction skills than those using the generic text-based interface.

AB - This study proposed a computerized inquiry-stage-dependent argumentation assistance and investigated whether this can help improve elementary students' performance in science processes and the construction of quality arguments. Various argumentation assistances were developed and incorporated into each stage of scientific inquiry in a computer-supported scientific inquiry system. A nonequivalent quasi-experimental design was adopted to evaluate the effectiveness of this approach. Two intact sixth grade classes (N = 55) participated in this study, and each student used a tablet computer to accomplish the designated inquiry activities. One class of students was arranged to use the stage-dependent argumentation assistance, and the other used a generic text-based interface. The findings indicate that students who used the stage-dependent argumentation assistance could acquire significantly better science process and argument construction skills than those using the generic text-based interface.

KW - argument construction

KW - elementary students

KW - science process skill

KW - scientific inquiry

UR - http://www.scopus.com/inward/record.url?scp=85041132832&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85041132832&partnerID=8YFLogxK

U2 - 10.1111/jcal.12241

DO - 10.1111/jcal.12241

M3 - Article

AN - SCOPUS:85041132832

VL - 34

SP - 279

EP - 292

JO - Journal of Computer Assisted Learning

JF - Journal of Computer Assisted Learning

SN - 0266-4909

IS - 3

ER -