TY - JOUR
T1 - Problem-based learning and argumentation
T2 - Testing a scaffolding framework to support middle school students' creation of evidence-based arguments
AU - Belland, Brian R.
AU - Glazewski, Krista D.
AU - Richardson, Jennifer C.
PY - 2011/9
Y1 - 2011/9
N2 - Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments in support of their solution. However, middle school students often struggle developing evidence-based arguments (Krajcik et al., J Learn Sci 7:313-350, 1998). Using a mixed method design, the researchers examined the use of computer-based argumentation scaffolds, called the Connection Log, to help middle school students build evidence-based arguments. Specifically we investigated (a) the impact of computer-based argumentation scaffolds on middle school students' construction of evidence-based arguments during a PBL unit, and (b) scaffold use among members of two small groups purposefully chosen for case studies. Data sources included a test of argument evaluation ability, persuasive presentation rating scores, informal observations, videotaped class sessions, and retrospective interviews. Findings included a significant simple main effect on argument evaluation ability among lower-achieving students, and use of the scaffolds by the small groups to communicate and keep organized.
AB - Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments in support of their solution. However, middle school students often struggle developing evidence-based arguments (Krajcik et al., J Learn Sci 7:313-350, 1998). Using a mixed method design, the researchers examined the use of computer-based argumentation scaffolds, called the Connection Log, to help middle school students build evidence-based arguments. Specifically we investigated (a) the impact of computer-based argumentation scaffolds on middle school students' construction of evidence-based arguments during a PBL unit, and (b) scaffold use among members of two small groups purposefully chosen for case studies. Data sources included a test of argument evaluation ability, persuasive presentation rating scores, informal observations, videotaped class sessions, and retrospective interviews. Findings included a significant simple main effect on argument evaluation ability among lower-achieving students, and use of the scaffolds by the small groups to communicate and keep organized.
UR - http://www.scopus.com/inward/record.url?scp=79961172160&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79961172160&partnerID=8YFLogxK
U2 - 10.1007/s11251-010-9148-z
DO - 10.1007/s11251-010-9148-z
M3 - Article
AN - SCOPUS:79961172160
SN - 0020-4277
VL - 39
SP - 667
EP - 694
JO - Instructional Science
JF - Instructional Science
IS - 5
ER -