The effects of explicit collaborative argumentation instruction in collaborative argumentation-based learning activities in high school context

Ying Tien Wu, Li Jen Wang, Teng Yao Cheng

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

This study explored the effects of explicit instruction on collaboration in argumentation on high school students’ argumentation behavior patterns. Sixty students were randomly assigned into experimental and comparison groups. In addition to argumentation instruction for both groups, explicit instruction on collaboration in argumentation was particularly received in the experimental group. This study found some similar argumentation behavior patterns between these two groups. Also, some different argumentation behavior patterns between the two groups were also revealed.

Original languageEnglish
Title of host publicationMaking a Difference
Subtitle of host publicationPrioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings
EditorsBrian K. Smith, Marcela Borge, Emma Mercier, Kyu Yon Lim
PublisherInternational Society of the Learning Sciences (ISLS)
Pages855-856
Number of pages2
ISBN (Electronic)9780990355021
StatePublished - 2017
Event12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL, CSCL 2017 - Philadelphia, United States
Duration: 18 Jun 201722 Jun 2017

Publication series

NameComputer-Supported Collaborative Learning Conference, CSCL
Volume2
ISSN (Print)1573-4552

Conference

Conference12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL, CSCL 2017
Country/TerritoryUnited States
CityPhiladelphia
Period18/06/1722/06/17

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