Improving Students' PISA Scientific Competencies through Online Argumentation

Autor/in	Tsai, Chun-Yen
Titel	Improving Students' PISA Scientific Competencies through Online Argumentation
Quelle	In: International Journal of Science Education, 37 (2015) 2, S.321-339 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.987712
Schlagwörter	Persuasive Discourse; Scores; Science Tests; Achievement Tests; Control Groups; Statistical Analysis; Qualitative Research; Experimental Groups; Computer Mediated Communication; Scientific Literacy; Foreign Countries; High School Students; Teaching Methods; Quasiexperimental Design; Grade 8; Taiwan; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Qualitative Forschung; Computerkonferenz; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	The scientific competencies advocated by the Programme for International Student Assessment (PISA) focus on the abilities needed in students' adult lives. This study investigated how such scientific competencies could be improved by using online argumentation. One hundred and thirty-eight 8th grade high school students took part in the study, with 69 in the experimental group and 69 in the control group. A quasi-experimental design was adopted and qualitative and quantitative analyses were used. An online argumentation system served as an aid for argumentation instruction and activities among experimental group students during the experiment. The results showed that using online argumentation could improve the students' scores for the PISA scientific competencies. The experimental group students outperformed their counterparts in terms of overall mean scores for the scientific competencies. On the one hand, the individual competencies of "using scientific evidence" and "identifying scientific issues" of the experimental group were higher than those of the control group. On the other hand, the experimental group students did not outperform their counterparts in terms of competency in "explaining phenomena scientifically". Using an online environment to complement argumentation instruction and organizing argumentation activities focused on related topics may be a potential direction to consider for improving students' PISA scientific competencies. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10