Supporting Use of Evidence in Argumentation Through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment
Supporting Use of Evidence in Argumentation Through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment
复制标题
DOI：
10.1002/sce.21152
复制
发表时间：
2015-03-01
影响因子：
4.3
通讯作者：
Constantinou, Costas P.
中科院分区：
文献类型：
--
作者：
Iordanou, Kalypso;Constantinou, Costas P.
本研究的目的是探讨学生在设计的学习环境中进行辩论和反思活动时如何使用证据。开发了一个网上学习环境SOCRATES，其中包括关于气候变化专题的丰富数据库。16个11年级的学生，与合作伙伴，从事电子辩论对话与同学谁持有反对意见的主题，并在一些以证据为中心的反思活动，基于他们的对话的transmittance。另外16名11年级学生作为比较条件，他们在学习环境中学习数据库的时间与实验条件学生相同，但没有参与辩论性话语活动。参与以证据为中心的对话干预的学生在对话中增加了证据的使用，使用了更多的证据来削弱对手的主张，并使用了更准确的证据。在学生参与反思活动后，观察到证据使用和关于证据的元层面沟通的显着收益。我们的讨论框架，这些研究结果的影响，促进使用的证据在论证和认识论的理解，在科学的发展。
The aim of this study was to examine how students used evidence in argumentation while they engaged in argumentive and reflective activities in the context of a designed learning environment. A Web-based learning environment, SOCRATES, was developed, which included a rich data base on the topic of climate change. Sixteen 11th graders, working with a partner, engaged in electronic argumentive dialogs with classmates who held an opposing view on the topic and in some evidence-focused reflective activities, based on transcriptions of their dialogs. Another sixteen 11th graders, who studied the data base in the learning environment for the same amount of time as experimental-condition students but did not engage in an argumentive discourse activity, served as a comparison condition. Students who engaged in an evidence-focused dialogic intervention increased the use of evidence in their dialogs, used more evidence that functioned to weaken opponents' claims and used more accurate evidence. Significant gains in evidence use and in metalevel communication about evidence were observed after students engaged in reflective activities. We frame our discussion of these findings in terms of their implications for promoting use of evidence in argumentation and in relation to the development of epistemological understanding in science.