Problem-based learning and argumentation: testing a scaffolding framework to support middle school students' creation of evidence-based arguments

Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments in support of their solution. However, middle school students often struggle developing evidence-based arguments (Krajcik et al., J Learn Sci 7:313—350, 1998). Using a mix...

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Bibliographic Details
Published in:Instructional science 2011-09, Vol.39 (5), p.667-694
Main Authors: Belland, Brian R., Glazewski, Krista D., Richardson, Jennifer C.
Format: Article
Language:English
Subjects:
Argumentation
Bone marrow
CAI
Computer assisted instruction
Education
Educational Psychology
Educational research
Educational Technology
Empirical evidence
English as a second language
Evidence
Interactionism
Junior high school students
Learning
Learning and Instruction
Low Achievement
Middle School Students
Pedagogic Psychology
Persuasive Discourse
Posttests
Problem Based Learning
Problem Solving
Qualitative Research
Researchers
Scaffolding (Teaching Technique)
Scaffolds
Science education
Statistical Analysis
Teachers
Teaching Methods
Testing
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Summary:Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments in support of their solution. However, middle school students often struggle developing evidence-based arguments (Krajcik et al., J Learn Sci 7:313—350, 1998). Using a mixed method design, the researchers examined the use of computer-based argumentation scaffolds, called the Connection Log, to help middle school students build evidence-based arguments. Specifically we investigated (a) the impact of computer-based argumentation scaffolds on middle school students' construction of evidence-based arguments during a PBL unit, and (b) scaffold use among members of two small groups purposefully chosen for case studies. Data sources included a test of argument evaluation ability, persuasive presentation rating scores, informal observations, videotaped class sessions, and retrospective interviews. Findings included a significant simple main effect on argument evaluation ability among lower-achieving students, and use of the scaffolds by the small groups to communicate and keep organized.
ISSN:0020-4277
1573-1952
DOI:10.1007/s11251-010-9148-z