Fostering 8th grade students’ argumentation ability and conceptual change involving chemical reaction through the use of Web-based argumentation learning content

• Main Authors: Yeh, Kuan-Hue, 葉冠慧
• Other Authors: She,Hsiao-Ching
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/30409034037133172415

碩士 === 國立交通大學 === 教育研究所 === 97 === The purpose of this study is to foster students’ argumentation ability and conceptual change throught the use of Web-based argumentation learning content. The design of Web-based argumentation learning content was based on the Dual Situated Learning Model (DSLM) and argumentation theory. In addition, it also compare the effectivenss between the Web-based argumentation learning content and Web-based learning content on students argumentation ability, conceptual change, and scientific reasoning. . 　　The quasi-experimental design was used in this study. There are four classes of 8th grade students from a middle school involved in this study. Students were randomly assigned into experimental group (71 students)and control group (69 students ). The experimental group received web-based argumentation learning lessons of chemical reaction for two weeks, and the control group received the same web-based content without argumentation. All students received pre-, post, and retention-achievement test, concept change two-tier test and content-dependent argumentation ability test, and scientific reasoning test. In addition, the qualitative data of the experimental group students’ web-based argumentation process also were collected. The results showed that the students of the experimental group significantly outperformed than the control group, regardless of the achievement test, the concept change two-tier test and content-dependent argumentation ability test. Experimental group’s students web-based argumentation process results showed that students’ scientific conceptions made progress from pre- to post-web questions. In addition, students’ argumentation ability also increased, regardless of the amount of arguments students generated and completetness of five component of argumentation across lesson units. The students’ use of argumentation components all significantly increased across lesson units, except rubuttal. It demonstrates students’ argumentation ability and conceptual change were promoted through the use of web-based argumentation learning content.