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dc.contributor.authorLin, Yu-Renen_US
dc.contributor.authorYang, Wen-Tsungen_US
dc.contributor.authorShe, Hsiao-Chingen_US
dc.contributor.authorHuang, Kai-Yien_US
dc.date.accessioned2017-04-21T06:49:30Z-
dc.date.available2017-04-21T06:49:30Z-
dc.date.issued2015en_US
dc.identifier.isbn978-1-4673-7334-0en_US
dc.identifier.issn2161-3761en_US
dc.identifier.urihttp://dx.doi.org/10.1109/ICALT.2015.58en_US
dc.identifier.urihttp://hdl.handle.net/11536/135772-
dc.description.abstractthe 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.en_US
dc.language.isoen_USen_US
dc.subjectcollaboritive learningen_US
dc.subjectonline argumentationen_US
dc.subjectprior-knowledgeen_US
dc.titleOnline Collaborative Learning for Improving Argumentation of Student with Different Levels of Science Prior Knowledgeen_US
dc.typeProceedings Paperen_US
dc.identifier.doi10.1109/ICALT.2015.58en_US
dc.identifier.journal15TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES (ICALT 2015)en_US
dc.citation.spage214en_US
dc.citation.epage215en_US
dc.contributor.department教育研究所zh_TW
dc.contributor.departmentInstitute of Educationen_US
dc.identifier.wosnumberWOS:000380365400064en_US
dc.citation.woscount0en_US
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