TY - JOUR
T1 - Students’ Construct and Critique of Claims and Evidence Through Online Asynchronous Discussion Combined with In-Class Discussion
AU - Choi, Aeran
AU - Hand, Brian
N1 - Publisher Copyright:
© 2019, Ministry of Science and Technology, Taiwan.
PY - 2020/8/1
Y1 - 2020/8/1
N2 - This study examines how grade 5 students engage with the aspects (construct and critique) of argument in an online asynchronous discussion combined with in-class wrap-up discussion. Grade 5 students in a rural public school engaged in a “human health investigation” unit using an argument-based inquiry approach followed by online asynchronous discussions using a Moodle forum. The online discussion was wrapped up by a 1-h in-class discussion and student writing of claims, evidence, and reflection. Data sources included online notes posted by 111 students in the Moodle forum, a video record of in-class discussion, and writing samples of claims, evidence, and reflections produced by 54 students after online and in-class discussions. Results of this study indicate that students engaged with the construct and critique components of argument in the online asynchronous discussion and in the in-class wrap-up discussion. The results show that in terms of the argument components they (a) used evidence resources to challenge and supplement arguments, (b) critiqued and reinforced evidence, and (c) strongly negotiated and confirmed/revised claims.
AB - This study examines how grade 5 students engage with the aspects (construct and critique) of argument in an online asynchronous discussion combined with in-class wrap-up discussion. Grade 5 students in a rural public school engaged in a “human health investigation” unit using an argument-based inquiry approach followed by online asynchronous discussions using a Moodle forum. The online discussion was wrapped up by a 1-h in-class discussion and student writing of claims, evidence, and reflection. Data sources included online notes posted by 111 students in the Moodle forum, a video record of in-class discussion, and writing samples of claims, evidence, and reflections produced by 54 students after online and in-class discussions. Results of this study indicate that students engaged with the construct and critique components of argument in the online asynchronous discussion and in the in-class wrap-up discussion. The results show that in terms of the argument components they (a) used evidence resources to challenge and supplement arguments, (b) critiqued and reinforced evidence, and (c) strongly negotiated and confirmed/revised claims.
KW - Argument-based inquiry
KW - Online asynchronous discussion
KW - Student argument
KW - Student reflection
UR - http://www.scopus.com/inward/record.url?scp=85070306631&partnerID=8YFLogxK
U2 - 10.1007/s10763-019-10005-4
DO - 10.1007/s10763-019-10005-4
M3 - Article
AN - SCOPUS:85070306631
VL - 18
SP - 1023
EP - 1040
JO - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
SN - 1571-0068
IS - 6
ER -