Browsing by Author "Yang, Wen-Tsung"

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Online Collaborative Learning for Improving Argumentation of Student with Different Levels of Science Prior Knowledge
(2015)
Lin, Yu-Ren
;
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.
The Effects of Prior-knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities
(2015-07-03)
Yang, Wen-Tsung
;
Lin, Yu-Ren
;
She, Hsiao-Ching
;
Huang, Kai-Yi
;
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.