Online collaborative learning for improving argumentation of student with different levels of science prior knowledge

Yu Ren Lin, Hsiao-Ching She, Wen Tsung Yang, Kai Yi Huang

研究成果: Conference contribution同行評審

2 引文 斯高帕斯(Scopus)

摘要

The present study explored the effects of students' prior knowledge of science and online collaborative approaches on their science argumentation learning. Two science teachers and 102 students from four 8th grade science classes were invited to in our study. Students in each class were divided into three groups according to their prior knowledge level on science, they then took either our collaborative - or individual-based online learning program. The results show that high prior-knowledge students significantly outperformed low prior-knowledge students in argumentation. Moreover, students in the collaborative argumentation group performed better than their peers in individual group. This implies that if science teachers create a more collaborative learning environments, it would promote students' communication among peers and facilitate their argumentation learning.

原文English
主出版物標題Proceedings - IEEE 15th International Conference on Advanced Learning Technologies
主出版物子標題Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015
編輯Nian-Shing Chen, Tzu-Chien Liu, Kinshuk, Ronghuai Huang, Gwo-Jen Hwang, Demetrios G. Sampson, Chin-Chung Tsai
發行者Institute of Electrical and Electronics Engineers Inc.
頁面214-215
頁數2
ISBN(電子)9781467373333
DOIs
出版狀態Published - 14 9月 2015
事件15th IEEE International Conference on Advanced Learning Technologies, ICALT 2015 - Hualien, Taiwan
持續時間: 6 7月 20159 7月 2015

出版系列

名字Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015

Conference

Conference15th IEEE International Conference on Advanced Learning Technologies, ICALT 2015
國家/地區Taiwan
城市Hualien
期間6/07/159/07/15

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