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Deepening students' understanding of socio-scientific issues through graph-oriented computer supported collaborative argumentation: An exploratory study
Citation
Chen, W., Han, Y., Lyu, Q., Tan, J., Chai, A., Lyna, & Su, J. (2022). Deepening students' understanding of socio-scientific issues through graph-oriented computer supported collaborative argumentation: An exploratory study. In A. Weinberger, W. Chen, D. Hernandez-Leo, & B. Chen. (Eds.), Proceedings of the 15th Computer-Supported Collaborative Learning: CSCL 2022 (pp. 115-122). International Society of the Learning Sciences.
Author
Abstract
Engaging students in the process of argumentation is a productive way to help them deeper the understanding of socio-scientific issues (SSI). This study examined the effect of computer supported collaborative argumentation (CSCA) on Secondary school students’ SSI learning and the behavioral patterns of students’ CSCA. 122 secondary school students participated in this study. They were randomly divided into 29 groups. Through statistical analysis and epistemic network analysis, results showed that CSCA was effective in supporting secondary school students’ evidence-based argumentation skills on socio-scientific issues. The implications of this study are discussed.
Date Issued
2022
ISBN
9781737330646 (online)