The Effects of Goal Instructions and Source Representation on College Students' Evidence Quality, Reasoning, and Conceptual Integration in Argumentation-Based Inquiry

• In Event: 72.066 - Poster Session 16
  In Poster Session: 72.066-3 - Instructional Technology SIG Poster Session

Abstract

This study examined how differing instructional interventions—source representation scaffolds and goal instructions— influence the actual use of evaluation skills to improve argumentation quality. Group and individual writing were examined during and after interventions respectively. The results were mixed. Goal instructions did not have direct effects on argumentation quality while the source representation scaffolds had significant effects only when given balanced reasoning goals or mixed-prior knowledge group dynamics. The results supported the synergistic integration of two scaffolding functionality, yet suggested addressing possible difficulties in using scaffolds and sustaining the effects in the complex classroom situations.

Author

• So Mi Kim, University of Missouri - Columbia