The Effects of Integrating Knowledge Building Theory into High School Students' Ssi-Based Collaborative Argumentation Learning: the Development of Collaborative Argumentation Instruction, Learning System and Real-Time Feedback Scaffolds(2/4)

This research project aims to integrate Knowledge Building (KB) Theory into high school students' SSI-based collaborative argumentation learning. In this study, KB-based collaborative argumentation instruction and online collaborative argumentation learning system with real-time feedback scaffolds will be developed. There are four stages for this research project. In this first stage, the ASCALS and the SCALS will be developed to support asynchronous and synchronous online collaborative argumentation respectively. Then, the effects of using ASCALS and SCALS on high school students' online asynchronous socioscientifc argumentation will be explored respectively. In the second stage, KB-based collaborative argumentation instruction will be developed and its effects on high school students' online asynchronous socioscientifc argumentation will be examined. Besides, this study will design real-time feedback scaffolds and integrated it into the ASCALS (called “i- ASCALS”) and the effects of using the real-time feedback scaffolds on high school students' online asynchronous socioscientifc argumentation will be evaluated. In the third stage, the effects of KB-based collaborative argumentation instruction on high school students' online synchronous socioscientifc argumentation will be examined. Moreover, Besides, this study will also design real-time feedback scaffolds and integrated it into the SCALS (called "i- SCALS"). Then, the effects of using the real-time feedback scaffolds on high school students' online asynchronous socioscientifc argumentation will be examined. In the last stage, The i-ASCALS and the i-SCALS will be combined as the "i-CoArgu." Then, the effects of using KB-based collaborative argumentation instruction and i-CoArgu will be examined. In this stage, this project will also design a professional development workshop for improving science teachers’ SSI-based collaborative argumentation instruction, and the effects of this workshop will be examined. This research project is expected to contribute to SSI-based collaborative argumentation learning in terms of future research directions or teaching practices.