Effect of Collaborative Reasoning on Argumentative Ability

• Main Authors: Lee, Wen-Chi, 李雯琪
• Other Authors: 梁雲霞
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/97778690692013534418

博士 === 臺北市立大學 === 教育學系 === 105 === This study was designed to explore effect of collaborative reasoning on children's argumentative ability. We emphasize on three parts: (1) the effect of collaborative reasoning on argumentative ability; (2) how the quiet students performance argumentative ability on written task; (3) the development tendency of collaborative reasoning on oral discussion. A quasi-experimental method with nonequivalent group posttest design was employed. One class of 6th graders was selected as the experimental group with 8 collaborative reasoning discussions, and the other class with the similar backgrounds taught with general discussion instruction served as the control group. The result indicated that: (1)the experimental group students outperform their counterparts in argumentative ability; (2)quiet students were good at written task compared to their oral discussion performance; (3)the experimental group students progress through 8 CRs oral discussion. We also found some interesting phenomenons:(1)the experimental group students show more self-argumentation on their reflective essays; (2) collaborative reasoning helps students learn to argue, and students demonstrate in different ways according to their personal characteristics; (3) in terms of the overall experimental group, the oral discussion was significantly improved; in the case of individual, each student's development tendency is different.