The Impact of Recurrent On-Line Synchronous Scientific Argumentation on Students' Argumentation and Conceptual Change
Year: 2012
Type: article
Study design: Clinical Trial
Abstract: This study reports the impact of Recurrent On-Line Synchronous Scientific Argumentation learning on 8 th grade students ’ scientific argumentation ability and conceptual change involving physical science. The control group (N=76) were recruited to receive conventional instruction whereas the experimental group (N=74) received the Recurrent On-Line Synchronous Scientific Argumentation program for about 25 physical science class periods of 45 minutes each, which is about one third of the physical science class periods in a semester. Results indicate that the experimental group significantly outperformed the conventional group on the post-Physical Science Conception Test and the Physical Science Dependent Argumentation Test. The quantity and quality of scientific arguments that the experimental group’s students generated, in a series of pre- and post-argumentation questions, all improved across the seven topics. In addition, the experimental group’s students successfully constructed more correct conceptions from pre- to post-argumentation questions across the seven topics. This clearly demonstrates that the experimental group’s students ’ argumentation ability and conceptual change were both facilitated through receiving the Recurrent On-Line Synchronous Scientific Argumentation program.
Authors: Chien Hsien Chen, Hsiao‐Ching She
Institution: National Yang Ming Chiao Tung University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2112468889