A Study of Developing Students’ Scientific Argumentation Skills in a Computer-assisted Project-based Learning Environment

• In Event: D&D - K-12 Learning Environments

Short Description

The purpose of this quasi-experimental study was to explore how 111 7th graders in the United States developed argumentation skills and science knowledge in a computer-assisted project-based learning environment. The findings indicated that with the computer-assisted program, the quality scores of collaborative argumentation were high and consistent. The difference in argumentation structure and quality of argumentation might explain a difference in science knowledge as well counterargument and rebuttal skills (argumentation) between both conditions.

Authors

• Pi-Sui Hsu, Northern Illinois University

• Margot Van Dyke, O’Neill Middle School

• Yan Chen, Northern Illinois University

• Thomas J. Smith, Northern Illinois University