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ERIC Number: EJ798853
Record Type: Journal
Publication Date: 2008-Aug
Pages: 22
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1042-1629
A Scaffolding Framework to Support the Construction of Evidence-Based Arguments among Middle School Students
Belland, Brian R.; Glazewski, Krista D.; Richardson, Jennifer C.
Educational Technology Research and Development, v56 n4 p401-422 Aug 2008
Problem-based learning (PBL) is an instructional approach in which students in small groups engage in an authentic, ill-structured problem, and must (1) define, generate and pursue learning issues to understand the problem, (2) develop a possible solution, (3) provide evidence to support their solution, and (4) present their solution and the evidence that supports it (Barrows, How to design a problem-based curriculum for the preclinical years. Springer Publishing, New York, 1985). However, research has shown that novice problem-solvers and learners without deep content knowledge have difficulty developing strong evidence-based arguments (Krajcik et al., J Learn Sci 7:313-350, 1998a; Reiser, J Lear Sci 13(3):273-304, 2004). In this paper, we discuss the components of (e.g., claims and evidence) and processes of making (e.g., define problem and make claim) evidence-based arguments. Furthermore, we review various scaffolding models designed to help students perform various tasks associated with creating evidence-based arguments (e.g., link claims to evidence) and present guidelines for the development of computer-based scaffolds to help middle school students build evidence-based arguments.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A