The Influence of Prior Knowledge and Collaborative Online Learning Environment on Students' Argumentation in Descriptive and Theoretical Scientific Concept

Autor/inn/en	Liu, Qing-Tang; Liu, Bo-Wei; Lin, Yu-Ren
Titel	The Influence of Prior Knowledge and Collaborative Online Learning Environment on Students' Argumentation in Descriptive and Theoretical Scientific Concept
Quelle	In: International Journal of Science Education, 41 (2019) 2, S. 165-187Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1545100
Schlagwörter	Forschungsbericht; Prior Learning; Cooperative Learning; Electronic Learning; Persuasive Discourse; Scientific Concepts; Science Process Skills; Secondary School Science; Middle School Students; Grade 7; Scientific Literacy; Knowledge Level; Computer Mediated Communication; Interpersonal Communication; Science Education + Suchen Sie Ihr Suchwort? Vorkenntnisse; Kooperatives Lernen; Persuasion; Persuasive Kommunikation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Wissensbasis; Computerkonferenz; Interpersonale Kommunikation; Naturwissenschaftliche Bildung
Abstract	The present study investigated the influence of two factors, namely, argumentation approach and students' prior knowledge on the learning of scientific concept and argumentation in descriptive and theoretical scientific concept-based topics. Four 7th grade science classes totalling 138 students participated and were assigned to four groups according to first, the degree of their prior scientific knowledge (low or high), and second, their argumentation approach (monological or collaborative). Results indicated that collaborative learning has a significant influence on students' online argumentation in both descriptive and theoretical topics. Students tend to co-construct arguments through critical dialogue interactions in theoretical topics. However, few critical arguments were generated for the descriptive topics. The influence of students' prior knowledge is related to their argumentation environment. In the context of descriptive topics, prior knowledge significantly influences students' monological argumentation. In the context of theoretical topics, prior knowledge significantly influences students' collaborative argumentation. Although students' prior scientific knowledge is important in the production of quality arguments, we found that students with low prior knowledge can still perform as well as students with high prior knowledge in argumentation through peers' dialogue interactions in theoretical topics. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01