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ERIC Number: EJ979510
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1436-4522
The Impact of Recurrent On-Line Synchronous Scientific Argumentation on Students' Argumentation and Conceptual Change
Chen, Chien-Hsien; She, Hsiao-Ching
Educational Technology & Society, v15 n1 p197-210 2012
This study reports the impact of Recurrent On-Line Synchronous Scientific Argumentation learning on 8th grade students' scientific argumentation ability and conceptual change involving physical science. The control group (N = 76) were recruited to receive conventional instruction whereas the experimental group (N = 74) received the Recurrent On-Line Synchronous Scientific Argumentation program for about 25 physical science class periods of 45 minutes each, which is about one third of the physical science class periods in a semester. Results indicate that the experimental group significantly outperformed the conventional group on the post-Physical Science Conception Test and the Physical Science Dependent Argumentation Test. The quantity and quality of scientific arguments that the experimental group's students generated, in a series of pre- and post-argumentation questions, all improved across the seven topics. In addition, the experimental group's students successfully constructed more correct conceptions from pre- to post-argumentation questions across the seven topics. This clearly demonstrates that the experimental group's students' argumentation ability and conceptual change were both facilitated through receiving the Recurrent On-Line Synchronous Scientific Argumentation program. (Contains 4 tables and 4 figures.)
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan