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dc.contributor.authorWeng, Wan-Yunen_US
dc.contributor.authorLin, Yu-Renen_US
dc.contributor.authorShe, Hsiao-Chingen_US
dc.date.accessioned2018-08-21T05:54:04Z-
dc.date.available2018-08-21T05:54:04Z-
dc.date.issued2017-01-01en_US
dc.identifier.issn0950-0693en_US
dc.identifier.urihttp://dx.doi.org/10.1080/09500693.2017.1310409en_US
dc.identifier.urihttp://hdl.handle.net/11536/145552-
dc.description.abstractThe 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.en_US
dc.language.isoen_USen_US
dc.subjectOnline argumentationen_US
dc.subjectkinds of scientific conceptsen_US
dc.subjectscaffoldingen_US
dc.titleScaffolding for argumentation in hypothetical and theoretical biology conceptsen_US
dc.typeArticleen_US
dc.identifier.doi10.1080/09500693.2017.1310409en_US
dc.identifier.journalINTERNATIONAL JOURNAL OF SCIENCE EDUCATIONen_US
dc.citation.volume39en_US
dc.citation.spage877en_US
dc.citation.epage897en_US
dc.contributor.department教育研究所zh_TW
dc.contributor.departmentInstitute of Educationen_US
dc.identifier.wosnumberWOS:000402118500005en_US
Appears in Collections:Articles