ERIC Number: EJ1049081
Record Type: Journal
Publication Date: 2015-Feb
Abstractor: As Provided
The Effect of a Graph-Oriented Computer-Assisted Project-Based Learning Environment on Argumentation Skills
Hsu, P. -S.; Van Dyke, M.; Chen, Y.; Smith, T. J.
Journal of Computer Assisted Learning, v31 n1 p32-58 Feb 2015
The purpose of this quasi-experimental study was to explore how seventh graders in a suburban school in the United States developed argumentation skills and science knowledge in a project-based learning environment that incorporated a graph-oriented, computer-assisted application. A total of 54 students (three classes) comprised this treatment condition and were engaged in a project-based learning environment that incorporated a graph-oriented, computer-assisted application, whereas a total of 57 students (three classes) comprised the control condition and were engaged in a project-based learning environment without this graph-oriented, computer-assisted application. Verbal collaborative argumentation was recorded and the students' post essays were collected. A random effects analysis of variance (ANOVA) was conducted and a significant difference in science knowledge about alternative energies between conditions was observed. A multivariate analysis of variance (MANOVA) was conducted and there was a significant difference in counterargument and rebuttal skills between conditions. A qualitative analysis was conducted to examine how the graph-oriented, computer-assisted application supported students' development of argumentation skills and affected the quality of collaborative argumentation. The difference in argumentation structure and quality of argumentation between conditions might explain a difference in science knowledge as well counterargument and rebuttal skills (argumentation) between both conditions. This study concluded that a project-based learning environment incorporating a graph-oriented, computer-assisted application was effective in improving students' science knowledge and developing their scientific argumentation skills.
Descriptors: Quasiexperimental Design, Grade 7, Suburban Schools, Persuasive Discourse, Skill Development, Student Projects, Science Instruction, Graphs, Experimental Groups, Control Groups, Comparative Analysis, Computer Assisted Instruction, Verbal Communication, Statistical Analysis, Essays, Instructional Effectiveness, Educational Technology
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A