Effects of Critical Thinking Strategies on Knowledge Acquisition, Learning Outcome and Student Satisfaction in Web-based Argumentation
(주)학지사
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- 2015.03.25
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- 2012.04
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서지정보
ㆍ발행기관 : 한국교육공학회
ㆍ수록지정보 : Educational Technology International / 13권 / 1호
ㆍ저자명 : Sunhee BHANG
목차
Introduction
Theoretical Background
Experimental Study
Results
Conclusions
References
한국어 초록
The purpose of this study is to analyze the effects of Critical Thinking Strategy supportingargumentation activities between learners. The research question is whether the form of CriticalThinking Strategy offered to support meaningful interaction of collaborative argumentationbetween learners influences the knowledge acquisition, learning outcome, and studentsatisfaction. For this, the collaboration outcome of the group, the level of individual knowledgeacquisition, the level of students satisfaction were measured as outcome of argumentationactivity and their differences analyzed. This study concludes the following: A comparison of thegroup that was provided with Critical Thinking Strategy (test group) and the group provided withgeneral argumentation scaffolds (compared group) showed there wasn’t statistically significantdifferences in the quality of the learning outcome of collaboration between the groups and instudents satisfaction. But there was significant difference in the degree of individual acquisitiondepending on the offering of scaffolding for Critical Thinking. Therefore, as premised in thisstudy, supporting meaningful mutual interaction between learners during collaborativeargumentation using Critical Thinking Strategy has a positive influence on the individualacquisition of domain knowledge. The group provided with scaffolding for Critical Thinkinggained higher effect in the degree of knowledge sharing and individual acquisition of domainknowledge compared to the group provided with general argumentation scaffolding.
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