The Effect of Varied Gender Groupings on Argumentation Skills among Middle School Students in Different Cultures

The purpose of this mixed-methods study was to explore the effect of varied gender groupings on argumentation skills among middle school students in Taiwan and the United States in a project-based learning environment that incorporated a graph-oriented computer-assisted application (GOCAA). A total of 43 students comprised the treatment condition and were engaged in the collaborative argumentation process in same-gender groupings. Of these 43 students, 20 were located in the U.S. and 23 were located in Taiwan. A total of 40 students comprised the control condition and were engaged in the collaborative argumentation process in mixed-gender groupings. Of these 40 students, 19 were in the U.S. and 21 were in Taiwan. In each country, verbal collaborative argumentation was recorded and the students’ post essays were collected. Among females in Taiwan, one-way analysis of variance (ANOVA) indicated that statistically a significant gender-grouping effect was evident on the total argumentation skills outcome, while MANOVA indicated no significant gender-grouping effect on the combined set of skill outcomes. Among females in the U.S., MANOVA indicated statistically significant gender-grouping effect on the combined set of argumentation skills outcomes Specifically, U.S. female students in mixed-gender groupings (the control condition) significantly outperformed female students in single-gender groupings (the treatment condition) in the counterargument and rebuttal skills. No significant group differences were observed among males. A qualitative analysis was conducted to examine how the graph-oriented computer-assisted application supported students’ development of argumentation skills in different gender groupings in both countries. In each country, all teams in both conditions demonstrated a similar pattern of collaborative argumentation with the exception of three female teams in the U.S. Female teams, male teams, (the treatment condition) and mixed-gender teams (the control condition) demonstrated metacognition regulation skills in different degrees and with different scaffolding

Exploring Current Practice of Using Technology to Support Collaborative Argumentation in Science Classrooms

The purpose of this qualitative study was to explore how middle school science teachers enact the practice of using technology to support collaborative argumentation in their science classroom. This study employed qualitative case study and drew on data sources of interviews and observations. This study identified two themes. Six teachers regarded scientific argumentation as an important science practice, but five of them integrated this practice into their science class without formally introducing it. All teachers integrated different forms of technology to engage students in scientific argumentation. In this study, the findings suggested there is a need to provide professional development for teachers to learn about scientific argumentation. The findings can be used as a basis for the design and development of professional development training experiences for in-servic

Evidence-Based Dialogue Maps as a research tool to evaluate the quality of school pupils’ scientific argumentation

This pilot study focuses on the potential of Evidence-based Dialogue Mapping as a participatory action research tool to investigate young teenagers’ scientific argumentation. Evidence-based Dialogue Mapping is a technique for representing graphically an argumentative dialogue through Questions, Ideas, Pros, Cons and Data. Our research objective is to better understand the usage of Compendium, a Dialogue Mapping software tool, as both (1) a learning strategy to scaffold school pupils’ argumentation and (2) as a method to investigate the quality of their argumentative essays. The participants were a science teacher-researcher, a knowledge mapping researcher and 20 pupils, 12-13 years old, in a summer science course for “gifted and talented” children in the UK. This study draws on multiple data sources: discussion forum, science teacher-researcher’s and pupils’ Dialogue Maps, pupil essays, and reflective comments about the uses of mapping for writing. Through qualitative analysis of two case studies, we examine the role of Evidence-based Dialogue Maps as a mediating tool in scientific reasoning: as conceptual bridges for linking and making knowledge intelligible; as support for the linearisation task of generating a coherent document outline; as a reflective aid to rethinking reasoning in response to teacher feedback; and as a visual language for making arguments tangible via cartographic conventions

Research Trends in PjBL (Project-Based Learning) at Indonesian Journal of Biology Education

Project-based learning (PjBL) was one of the learning strategies that can develop students' scientific skills in the 21st century. This study used a qualitative approach by analyzing several articles published in biology education journals in Indonesia from 2015–2022, focusing on studying the implementation of project-based learning on biological materials. The current study reveals that there has been a decline in the number of publications over the past four years. Among these studies, the dominant research design is quantitative. In addition, high school students and environmental content were the most targeted subjects and content, respectively. ANOVA and tests are the most commonly used data analysis techniques and instruments. Meanwhile, the most widely measured skills as learning outcomes are critical and creative thinking. Based on what this study found, a number of suggestions have been made to do more research on PjBL and to test other 21st century skills. Keywords:  Project Based Learning, Biology Education, Research Trend

Pengembangan Perangkat Pembelajaran Challenge- Based Learning Berorientasi Next Generation Science Standards untuk Meningkatkan Kemampuan Berargumentasi dan Mengomunikasikan Informasi.

Penelitian ini bertujuan untuk (1) menghasilkan perangkat pembelajaran model challenge-based berorientasi Next Generation Science Standard (NGSS) yang layak untuk pembelajaran materi gelombang elektromagnetik pada kelas XII SMA dan (2) menyelidiki efektivitas perangkat pembelajaran tersebut. Jenis penelitian ini adalah penelitian pengembangan dengan model ADDIE yang terdiri dari tahap menganalisa, mendesain, mengembangkan, mengimplementasikan dan mengevaluasi. Subjek uji coba dalam tahap pilot meliputi 30 peserta didik kelas XII SMAN 1 Kajen. Sedangkan subjek uji tahap implementasi melibatkan 28 peserta didik kelas XII IPA 3 sebagai kelas eksperimen dan 28 peserta didik kelas XII IPA 2 SMAN 1 Kandangserang sebagai kelas kontrol. Uji coba menghasilkan data kelayakan perangkat pembelajaran dan hasil belajar siswa terhadap kemampuan engaging in argument from evidence (EAE) dan obtaining, evaluating and communicating information (OECI). Desain penelitian yang digunakan adalah Pretest-Posttest Control Group Design untuk mengetahui efektivitas perangkat pembelajaran dalam meningkatkan kedua kemampuan tersebut. Hasil penelitian menunjukkan indeks Aiken’s yang tinggi pada perangkat pembelajaran kesesuaian ( ( antara , , instrumen penilaian ). Hasil analisis efektivitas berdasarkan peningkatan hasil belajar pada kelas eksperimen menunjukkan nilai N-Gain (0,62) yang lebih tinggi daripada kelas kontrol (0,46). Selain itu, analisis efektivitas yang dilakukan dengan menggunakan Multivariate Analysis of Variance menunjukkan bahwa rata-rata hasil belajar kelas eksperimen berbeda secara signifikan ( ) dan lebih tinggi daripada rata-rata hasil belajar kelas kontrol. Hasil tersebut menunjukkan bahwa perangkat pembelajaran challenge-based berorientasi NGSS terbukti efektif dalam memfasilitasi peserta didik dalam mencapai kemampuan EAE dan OECI

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N

A review of the research literature relating to ICT and attainment

Summary of the main report, which examined current research and evidence for the impact of ICT on pupil attainment and learning in school settings and the strengths and limitations of the methodologies used in the research literature

SELF-EFFICACY, SCIENTIFIC REASONING, AND LEARNING ACHIEVEMENT IN THE STEM PROJECT-BASED LEARNING LITERATURE

The main goal of education is to prepare students for future job opportunities and civic responsibilities, and this is one of the biggest challenges in the 21st century. Science, Technology, Engineering, and Mathematics (STEM) Project-Based Learning (PjBL) prepare students to master their new role as a global citizen with greater responsibilities. This systematic review analyzed 265 papers that are related to the STEM PjBL. The papers were collected from well-known databases such as Web of Science® and SCOPUS by using the quality assessment and relevant criteria. This study inspected the top 48 distinguished papers by covering three dimensions, Search result, Subject, and Research methodology. STEM and PjBL come together, due to the natural overlap between the fields of Science, Technology, Engineering, Mathematics and PjBL. The fully integrated STEM with PjBL can increase the effectiveness of teaching. Nonetheless, this inspection uncovered that previous research has not fully integrated STEM with PjBL. Thus, despite the wealth of existing research, there are still significant opportunities for future research on STEM PjBL in high schools to prepare students for 21st century challenges.Keywords: Enhanced teaching and learning, 21st century skills, project-based learning STEM, systematic literature reviewsCite as: Jamali, S.M., Md Zain, A.N., Samsudin, M.A., & Ebrahim, N.A. (2017). Self-efficacy, scientific reasoning, and learning achievement in the STEM project-based learning literature. Journal of Nusantara Studies, 2(2), 29-43.  http://dx.doi.org/10.24200/jonus.vol2iss2pp29-4

a Review of Instructional Approaches

UIDB/00183/2020 UIDP/00183/2020 DL 57/2016/CP1453/CT0066 PTDC/FER-FIL/28278/2017Over the past 20 years, a broad and diverse research literature has emerged to address how students learn to argue through dialogue in educational contexts. However, the variety of approaches used to study this phenomenon makes it challenging to find coherence in what may otherwise seem to be disparate fields of study. In this integrative review, we propose looking at how learning to argue (LTA) has been operationalized thus far in educational research, focusing on how different scholars have framed and fostered argumentative dialogue, assessed its gains, and applied it in different learning contexts. In total, 143 studies from the broad literature on educational dialogue and argumentation were analysed, including all educational levels (from primary to university). The following patterns for studying how dialogue fosters LTA emerged: whole-class ‘low structure’ framing with a goal of dialogue, small-group ‘high structure’ framing with varied argumentative goals, and studies with one-to-one dialectic framing with a goal of persuasive deliberation. The affordances and limitations of these different instructional approaches to LTA research and practice are discussed. We conclude with a discussion of complementarity of the approaches that emerged from our analysis in terms of the pedagogical methods and conditions that promote productive and/or constructive classroom interactions.publishersversionepub_ahead_of_prin

Examining the Impact of Student-Generated Screencasts on Middle School Science Students’ Interactive Modeling Behaviors, Inquiry Learning, and Conceptual Development

Student activities involving screencast production can serve as scaffolds to enhance inquiry behavior, heighten explanation development, and encourage the connection of conceptual ideas developed by eighth grade science students engaged in interactive computer modeling. Screencast recordings enabled students to simultaneously combine their narrative explanations with a visual record of their computer modeling activity. Students (n=210) generated numerous screencasts and written explanations during an online exploration regarding global climate change. The quasi-experimental design used in this study prompted student groups in four classrooms to screencast their final explanations concerning their modeling activity, while groups in the four control classrooms used a text entry tool to provide their explanations. Results indicated that student groups constructing screencast explanations spent 72% more time with the model (t=7.13, p<.001, d=2.23) and spoke an average of 131 words compared to the 44 written by control classroom groups (t=3.15, p=.002, d=0.99). Screencast groups were 42% more likely to describe their inquiry behavior activity when prompted by two design components developed to measure on-task behavior (t=2.89, p=.003, d=0.90). Knowledge integration was also heightened as 24% of the screencast groups provided scientifically normative ideas to support their explanations compared to less than 5% of the text entry groups