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首页> 外文期刊>Instructional Science >Problem-based learning and argumentation: testing a scaffolding framework to support middle school students’ creation of evidence-based arguments
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Problem-based learning and argumentation: testing a scaffolding framework to support middle school students’ creation of evidence-based arguments

机译：基于问题的学习和论证：测试一个脚手架框架以支持中学生创建基于证据的论证

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Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments in support of their solution. However, middle school students often struggle developing evidence-based arguments (Krajcik et al., J Learn Sci 7:313–350, 1998). Using a mixed method design, the researchers examined the use of computer-based argumentation scaffolds, called the Connection Log, to help middle school students build evidence-based arguments. Specifically we investigated (a) the impact of computer-based argumentation scaffolds on middle school students’ construction of evidence-based arguments during a PBL unit, and (b) scaffold use among members of two small groups purposefully chosen for case studies. Data sources included a test of argument evaluation ability, persuasive presentation rating scores, informal observations, videotaped class sessions, and retrospective interviews. Findings included a significant simple main effect on argument evaluation ability among lower-achieving students, and use of the scaffolds by the small groups to communicate and keep organized.
机译：从事基于问题的学习（PBL）单元的学生以小组的形式解决结构不良的问题，然后提出论点以支持他们的解决方案。但是，中学生经常难以发展出循证论据（Krajcik等人，J Learn Sci 7：313-350，1998）。研究人员使用混合方法设计，研究了使用基于计算机的论证支架（称为“连接日志”）来帮助中学生建立基于证据的论证。具体来说，我们调查了（a）在PBL单元中，基于计算机的论证支架对中学生基于证据的论证构建的影响，以及（b）在专门为案例研究选择的两个小组成员中使用支架。数据来源包括对论证评估能力，说服力的陈述评分，非正式观察，录像的课堂会议以及回顾性访谈的测试。研究结果包括对成绩较差的学生的论证评价能力的重大简单影响，以及小组使用脚手架进行交流和保持组织性的结果。

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