Studying the effectiveness of an online argumentation model for improving undergraduate students' argumentation ability

• Published in: Journal of computer assisted learning 2020-08, Vol.36 (4), p.526-539
• Main Authors: Fan, Ya‐Ching, Wang, Tzu‐Hua, Wang, Kuo‐Hua
• Format: Article
• Language: English
• Subjects: Acquired immune deficiency syndrome; Adolescents; AIDS; argumentation; Classrooms; College students; Context; Control Groups; Curricula; Design; Education; Educational Facilities Improvement; Educational Technology; Experimental Groups; Group Discussion; health education; HIV; HIV/AIDS; Human immunodeficiency virus; Interactive learning; Interactive systems; Knowledge; Knowledge Level; Learning; Logical Thinking; Middle School Students; Middle Schools; online argumentation; Peer Teaching; Peers; Persuasive Discourse; Pretests Posttests; Program Effectiveness; Qualitative analysis; Questionnaires; Reasoning; Research Design; Science Programs; Skill Development; Skills; Student Improvement; Students; Teaching Methods; Thinking Skills; Training; Undergraduate Students; Undergraduate study; Web Based Instruction; Web‐based Interactive Argumentation System (WIAS); Young adults
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12420

This research develops a web‐based model, entitled the “intuitive claim, peer‐assessment, discussion, and elaborate claim argumentation training” (IPadE) model, and embeds with a Web‐based Interactive Argumentation System to enhance undergraduate students' socioscientific argumentation abilities. This research adopts a quasi‐experimental research design; the sample comprised 131 undergraduate students from two classes (69 in the experimental group and 62 in the control group). The socioscientific issue discussed were related to global health. This study collected and analysed quantitative and qualitative data, including the pretest and posttest of students' knowledge test scores and argumentation abilities questionnaire. The results generally confirmed the effectiveness of the IPadE model. First, in a comparison of the content knowledge and argumentation skills, the experimental group have statistically significantly improved than the control group. Second, regarding the number of reasoning modes proposed, the experimental group could propose multiple reasoning modes and reasoning levels on rebuttals increased after training. Lay Description What is already known about this topic: In the traditional classroom setting, it is difficult to obtain a fair expression of opinions because dominant students lead the debate. With internet and communication technology (ICT) rapid development, that has been emerging as a useful supplement to traditional methods. Web‐based interactive learning environments have recently become a popular and effective tool in the education field worldwide. Argumentation skills are the critical reasoning abilities that a modern citizen should possess. Regrettably, the researchers have consistently demonstrated that adolescents' and young adults' insufficient competencies regarding argumentation, constructing weaknesses of two‐sided arguments, and difficulty justifying evidence in support of their claims (Brem & Rips, 2000; Driver, Newton, & Osborne, 2000; Kuhn, 1991, 2003; Naylor, Keogh, & Downing, 2007; Voss & Means, 1991). Students' inadequate knowledge of science and judgment capacity can cripple their competency to make satisfactory decisions and be responsible citizens in society (Fowler, Zeidler, & Sadler, 2009). The integration of argumentation activities into science‐related curriculum is currently upheld as a core factor for a successful science program. In addition, HIV/AIDS is a prominent global health problem in Taiwan. Resea