Browsing by Author "Lin, Yu-Ren"

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A Conductive Chemistry Online Argumentation Courseware with Website Exploring Support
(2015)
Huang, Kai-Yi
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Cheng, Yi-Lin
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She, Hsiao-Ching
;
Lin, Yu-Ren
;
教育研究所
There is considerable disagreement among researchers about chemistry learning approach. Some have been said to demonstrate an individual advantage, some a social advantage. While there is a great deal of general literature on this field, however, the specific web-based conductive learning is relatively unexplored. We proposed a Chemistry Online Argumentation Courseware (COAC) for enhancing 10th grade students\' learning with website exploring conductive components where senior high school students can easily navigate the embedded website links and create effective scientific arguments. The purpose of this paper is to report on an investigation of learners\' online argumentation activity. Answers were sought to the question: how does the website exploring strategy influence students\' argumentation performance on our conductive COAC. Qualitative results suggested that both Individual and Social group learners had significant improvements in their argumentation ability with the support of website exploring. This study further suggested that the benefit of website exploring argumentation-strategies instruction to the Individual group learners in the chemistry course; they improved fast enough to attain the same progress as the collaborative learners regarding argumentation-based learning. The findings of this study could serve as some general principles for teachers who would like to improve students\' website learning strategy use.
Enhancing Students\' NOS Views and Science Knowledge Using Facebook-based Scientific News
(2014-10-01)
Huang, Hsi-Yu
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Wu, Hui-Ling
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She, Hsiao-Ching
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Lin, Yu-Ren
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教育研究所
This study investigated how the different discussion approaches in Facebook influenced students\' scientific knowledge acquisition and the nature of science (NOS) views. Two eighth-and two ninth-grade classes in a Taiwanese junior high school participated in the study. In two of the classes students engaged in synchronous discussion, and in the other two classes they engaged in asynchronous discussion. The 83 participating students discussed scientific news that had been posted on Facebook, with a total of seven news stories. Three instruments - a general NOS views questionnaire, a content-related NOS views questionnaire, and a science knowledge test-were administered before, immediately after, and three weeks after the intervention. In addition, student responses to each news story were collected and analyzed. The results demonstrated that regardless of which online discussion group they participated in, students improved their science content knowledge, general NOS views, and NOS analyses of scientific news. Especially, synchronous discussion proved more effective than asynchronous discussion at helping students to develop science content knowledge and increase their view of community aspects of content-related NOS. These findings demonstrated the advantages of quick feedback and responses in synchronous discussion facilitated communication and cognitive development about subject and subject-related nature of science.
Exploring teachers\' meta-strategic knowledge of science argumentation teaching with the repertory grid technique
(2017)
Lin, Yu-Ren
;
Hung, Cheng-Yu
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Hung, Jeng-Fung
;
教育研究所
;
Institute of Education
This study investigated two science teachers\' meta-strategic knowledge (MSK) of argumentation teaching by applying the repertory grid technique (RGT). One teacher was a novice, while the other was experienced in teaching argumentation. Using the RGT, we elicited the objectives and strategies of the two teachers regarding their argumentation teaching involving two social scientific issue (SSI) scenarios. The results showed that the experienced teacher had more varied and organised MSK for teaching argumentation than the novice teacher. Meanwhile, the novice teacher indicated a belief that the learning of argumentation should occur in a more student-centred manner, rather than relying on a traditional lecture-based environment. Consequently, she spent a considerable amount of time engaging students with their peers\' ideas through discussion and collaboration. On the other hand, the experienced teacher noticed that most of students had the ability to generate arguments, but that few knew how to argue based on evidence. Therefore, she helped students to collect data from various resources and suggested that they construct their own knowledge framework in order to improve students\' ability to incorporate their understanding of scientific knowledge into scientific argumentation.
Exploring teachers\' meta-strategic knowledge of science argumentation teaching with the repertory grid technique
(2017)
Lin, Yu-Ren
;
Hung, Cheng-Yu
;
Hung, Jeng-Fung
;
教育研究所
;
Institute of Education
This study investigated two science teachers\' meta-strategic knowledge (MSK) of argumentation teaching by applying the repertory grid technique (RGT). One teacher was a novice, while the other was experienced in teaching argumentation. Using the RGT, we elicited the objectives and strategies of the two teachers regarding their argumentation teaching involving two social scientific issue (SSI) scenarios. The results showed that the experienced teacher had more varied and organised MSK for teaching argumentation than the novice teacher. Meanwhile, the novice teacher indicated a belief that the learning of argumentation should occur in a more student-centred manner, rather than relying on a traditional lecture-based environment. Consequently, she spent a considerable amount of time engaging students with their peers\' ideas through discussion and collaboration. On the other hand, the experienced teacher noticed that most of students had the ability to generate arguments, but that few knew how to argue based on evidence. Therefore, she helped students to collect data from various resources and suggested that they construct their own knowledge framework in order to improve students\' ability to incorporate their understanding of scientific knowledge into scientific argumentation.
Online Collaborative Learning for Improving Argumentation of Student with Different Levels of Science Prior Knowledge
(2015)
Lin, Yu-Ren
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Yang, Wen-Tsung
;
She, Hsiao-Ching
;
Huang, Kai-Yi
;
教育研究所
the present study explored the effects of students\' prior knowledge of science and online collaborative approaches on their science argumentation learning. Two science teachers and 102 students from four 8th grade science classes were invited to in our study. Students in each class were divided into three groups according to their prior knowledge level on science; they then took either our collaborative -or individual-based online learning program. The results show that high prior-knowledge students significantly outperformed low prior-knowledge students in argumentation. Moreover, students in the collaborative argumentation group performed better than their peers in individual group. This implies that if science teachers create a more collaborative learning environments, it would promote students\' communication among peers and facilitate their argumentation learning.
Scaffolding for argumentation in hypothetical and theoretical biology concepts
(2017-01-01)
Weng, Wan-Yun
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Lin, Yu-Ren
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She, Hsiao-Ching
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教育研究所
;
Institute of Education
The present study investigated the effects of online argumentation scaffolding on students' argumentation involving hypothetical and theoretical biological concepts. Two types of scaffolding were developed in order to improve student argumentation: continuous scaffolding and withdraw scaffolding. A quasi-experimental design was used with four 8th-grade classes comprising a total of 124 students. Two classes (63 students) were assigned into the continuous scaffolding group, while the other two (61 students) were assigned into the withdraw scaffolding group. All the students participated in online argumentation regarding four units, including two hypothetical concepts and two theoretical concepts. Both online learning process and scientific argumentation assessment results indicated that the continuous scaffolding group performed significantly better in terms of the quality and quantity of argumentation than the withdraw scaffolding group with regard to the hypothetical biology concepts, particularly in generating rebuttal arguments. In addition, the results also showed that both the continuous group and withdraw group students had better argumentation performance with regard to the hypothetical biology concepts than the theoretical biology concepts. Taken together, the study results suggest that learning argumentation through theoretical biology concepts is more difficult than doing so through hypothetical biology concepts.
The analysis and reconciliation of students\' rebuttals in argumentation activities
(2016-01-02)
Lin, Yu-Ren
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Hung, Jeng-Fung
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教育研究所
;
Institute of Education
The present study investigated the guidance provided by science teachers to resolve conflicts during socioscientific issue-based argumentation activities. A graphical representation (GR) was developed as a tool to code and analyze the dialogue interaction process. Through the GR and qualitative analysis, we identified three types of dialogue reconciling strategies. The first one consists of teacher management, in which the teacher temporarily maintains the right to speak when students get mired in an emotional rebuttal situation. The second strategy involves the use of qualifiers to identify the strengths and weaknesses of an opposing argument. The third strategy consists of providing students with guidance to keep both parties (i.e. the students taking, respectively, the affirmative and negative positions) on the same discussion topic and can be used to assist teachers with forming broad questions that prompt students to conduct deeper discussions. These reconciling strategies were beneficial in that they helped students to argue in a more reflective way.
The Effects of Prior-knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities
(2015-07-03)
Yang, Wen-Tsung
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Lin, Yu-Ren
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She, Hsiao-Ching
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Huang, Kai-Yi
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教育研究所
This study investigated the effects of students\' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students in each class were divided into three groups according to their level of prior science knowledge; they then took either our social- or individual-based online science learning program. The results show that students in the social online argumentation group performed better in argumentation and online argumentation learning. Qualitative analysis indicated that the students\' social interactions benefited the co-construction of sound arguments and the accurate understanding of science concepts. In constructing arguments, students in the individual online argumentation group were limited to knowledge recall and self-reflection. High prior-knowledge students significantly outperformed low prior-knowledge students in all three aspects of science learning. However, the difference in inquiry and argumentation performance between low and high prior-knowledge students decreased with the progression of online learning topics.