Enhancing skill in constructing scientific explanations using a structured argumentation scaffold in scientific inquiry
Chih-Chao Hsu, Department of Engineering Science, Taiwan ; Chiung-Hui Chiu, Chun-Hsu Lin, Graduate Institute of Information and Computer Education, Taiwan ; Tzone-I. Wang, Department of Engineering Science, Taiwan
Computers & Education Volume 91, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Constructing scientific explanations is necessary for students to engage in scientific inquiry. The purpose of this study is to investigate the influence of using a structured argumentation scaffold to enhance skill in constructing scientific explanations in the process of scientific inquiry. The proposed approach is designed to scaffold the following aspects of argumentation: the argumentation process, the explanation structuring, explanation construction, and explanation evaluation. A quasi-experiment was conducted to examine the effectiveness of the structured argumentation scaffold in developing skill in constructing scientific explanations and engaging in electronic dialogues. A web-based collaborative synchronous inquiry system, ASIS (Argumentative Scientific Inquiry System), was utilized to support students as they worked in groups to carry out inquiry tasks. Two intact sixth grade classes (
Hsu, C.C., Chiu, C.H., Lin, C.H. & Wang, T.I. (2015). Enhancing skill in constructing scientific explanations using a structured argumentation scaffold in scientific inquiry. Computers & Education, 91(1), 46-59. Elsevier Ltd.