You are here:

Portraits of Middle School Students Constructing Evidence-Based Arguments during Problem-Based Learning: The Impact of Computer-Based Scaffolds
ARTICLE

Educational Technology Research and Development Volume 58, Number 3, ISSN 1042-1629

Abstract

A critical step in problem-based learning (PBL) units occurs when groups present their solution to the central problem. This is challenging for middle school students because it involves the creation of an evidence-based argument (Krajcik et al., "Journal of the Learning Sciences" 7:313-350, 1998). Using a mixed method design, this study investigated (a) the impact of computer-based argumentation scaffolds on middle school students' argumentation ability, and (b) what middle school students used for support and why during a PBL unit. Data sources included persuasive presentation rating scores, argument evaluation ability test, videotaped class sessions, and prompted interviews. Results included a significant impact on average-achieving students' argument evaluation ability, and use of the scaffolds by the small groups to plan their research and keep organized.

Citation

Belland, B.R. (2010). Portraits of Middle School Students Constructing Evidence-Based Arguments during Problem-Based Learning: The Impact of Computer-Based Scaffolds. Educational Technology Research and Development, 58(3), 285-309. Retrieved December 16, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords