The Impact of Recurrent On-line Synchronous Scientific Argumentation on Students' Argumentation and Conceptual Change.
Chien-Hsien ChenHsiao-Ching ShePublished in: J. Educ. Technol. Soc. (2012)
Keyphrases
- conceptual change
- theoretical framework
- conceptual understanding
- science education
- student learning
- knowledge building
- mental models
- collaborative learning
- learning gains
- socio cognitive
- science learning
- computer simulation
- computer supported
- high school
- high school students
- cscl environments
- grade students
- epistemological beliefs
- significantly higher
- pilot study
- learning outcomes
- computer mediated communication
- learning environment
- scientific knowledge