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Computer-supported collaborative argumentation in a secondary 3 philosophy for children classroom
Author
Yip, Meng Fai
Supervisor
Quek, Choon Lang
Tan, Seng Chee
Abstract
The Philosophy for Children (P4C) programme curriculum is designed for philosophical inquiry for children in Grades P-12, and generates philosophical discussion through a specific teaching method called Community of Inquiry. This study aims to evaluate the impact of a multiple-component intervention, using a modified quasi-experimental nonequivalent group design. It compares a Secondary 3 high ability P4C classroom in which students held their discussion in a face-to-face setting with a similar classroom which used a Computer-Supported Collaborative Argumentation (CSCA) tool for online discussion. 30 students took part in online discussion, while 31 students engaged in face-to-face discussion. Data was gathered to evaluate the effectiveness of the multiplecomponent intervention in making student participation more equitable, in increasing students’ clarification and argumentation moves, and in improving the quality of students’ justifications. The mean percentage of messages read in each CSCA group was also computed, and group interviews were conducted to gain insights into the issues faced in reading other students’ messages. Results indicated that student participation in the CSCA class was more equitable than that in the face-to-face class. The results also showed that the multiple-component intervention did not have an effect on the students’ clarification and argumentation moves. No conclusive results, however, were obtained regarding the effect of the intervention on the quality of students’ justifications. Qualitative data from the interviews with students revealed the need for user interface design and instructional interventions to address the issues faced in reading other students’ messages.
Date Issued
2008
Call Number
LB1590.3 Yip
Date Submitted
2008