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Online Collaborative Learning for Improving Argumentation of Student with Different Levels of Science Prior Knowledge

机译：在线协作学习改善不同水平的学生论证

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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.
机译：本研究探讨了学生在科学论证学习中学生的科学与网上协作方法的影响。在我们的研究中邀请了两名来自四年级科学课程的两位科学教师和102名学生。每个班级的学生根据他们的先前知识水平分为三组科学，然后他们采取了我们的协作或基于个人的在线学习计划。结果表明，高先前知识学生在论证中显着表现出低的先前知识学生。此外，协作论证群体的学生比单个组的同行表现得更好。这意味着，如果科学教师创造了更加合作的学习环境，它将促进学生在同龄人之间的沟通，并促进他们的论证学习。

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