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ERIC Number: EJ861688
Record Type: Journal
Publication Date: 2009-Mar
Pages: 18
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-0950-0790
Improving Scientific Argumentation Skills by a Problem-Based Learning Environment: Effects of an Elaboration Tool and Relevance of Student Characteristics
Stark, Robin; Puhl, Thomas; Krause, Ulrike-Marie
Evaluation & Research in Education, v22 n1 p51-68 Mar 2009
Starting from difficulties that students of education display when they interpret empirical findings and generate scientific arguments, a problem-based e-learning environment was developed. Based on first evaluation data, an elaboration tool was integrated into the learning environment. The tool consisted of a modelling and an explanation part. In order to investigate the effectiveness of this elaboration support, a quasi-experimental field study was carried out in two seminars on scientific methods for advanced students of education. Students in seminar 1 (n = 32) worked within the learning environment without the elaboration tool, students in seminar 2 (n = 20) worked with a version that contained the elaboration support. The seminars did not differ with respect to various student characteristics. The students' absolute performance on a posttest that included argumentation and statistics tasks was rather poor. However, the elaboration tool significantly enhanced performance and motivational aspects (acceptance of the learning environment and subjective learning outcomes). By cluster analytical methods three student profiles were identified that substantially differed concerning posttest performance. (Contains 1 note, 4 tables, and 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany