Portraits of Middle School Students Constructing Evidence-Based Arguments during Problem-Based Learning: The Impact of Computer-Based Scaffolds

Autor/in	Belland, Brian R.
Titel	Portraits of Middle School Students Constructing Evidence-Based Arguments during Problem-Based Learning: The Impact of Computer-Based Scaffolds
Quelle	In: Educational Technology Research and Development, 58 (2010) 3, S.285-309 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-009-9139-4
Schlagwörter	Middle School Students; Persuasive Discourse; Problem Based Learning; Student Improvement; Evidence; Scaffolding (Teaching Technique); Group Activities; Educational Technology; Electronic Learning; Computer Assisted Instruction; Instructional Effectiveness; Learning Strategies; Student Evaluation + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Persuasion; Persuasive Kommunikation; Problem-based learning; Problemorientiertes Lernen; Evidenz; Gruppenaktivität; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulnote; Studentische Bewertung
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. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10