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- Publisher
- Springer Journals
- Copyright
- Copyright © 2009 by Association for Educational Communications and Technology
- Subject
- Education; Educational Technology; Learning and Instruction
- ISSN
- 1042-1629
- eISSN
- 1556-6501
- DOI
- 10.1007/s11423-009-9139-4
- Publisher site
- See Article on Publisher Site
Abstract
A critical step in problem-based learning (PBL) units occurs when groups present their solution to the central problem. This is challenging for middle school students because it involves the creation of an evidence-based argument (Krajcik et al., Journal of the Learning Sciences 7:313–350, 1998). Using a mixed method design, this study investigated (a) the impact of computer-based argumentation scaffolds on middle school students’ argumentation ability, and (b) what middle school students used for support and why during a PBL unit. Data sources included persuasive presentation rating scores, argument evaluation ability test, videotaped class sessions, and prompted interviews. Results included a significant impact on average-achieving students’ argument evaluation ability, and use of the scaffolds by the small groups to plan their research and keep organized.
Journal
Educational Technology Research and Development – Springer Journals
Published: Nov 7, 2009