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The effects of collaboration on argu...

Sampson, Victor D., II.

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The effects of collaboration on argumentation outcomes.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effects of collaboration on argumentation outcomes./
作者:	Sampson, Victor D., II.
面頁冊數:	134 p.
附註:	Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1393.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3258160

The effects of collaboration on argumentation outcomes.
Sampson, Victor D., II.

The effects of collaboration on argumentation outcomes. - 134 p.

Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1393.

Thesis (Ph.D.)--Arizona State University, 2007.

This study tests three critical assumptions that stem from efforts to use collaboration as a way to foster more productive argumentation in science classrooms: (a) groups will out perform individuals, (b) individuals will adopt and internalize group outcomes, and (c) individuals who work in groups will learn more from their experiences than individuals who work on their own. To test these assumptions one hundred and sixty-eight high school chemistry students were randomly assigned to a collaborative or individual argumentation condition. Students in both treatment conditions first completed a task that required them to produce an argument that articulates and justifies an explanation for a discrepant event. The students then completed a mastery and application problems on their own in order to evaluate differences in individual learning. The results of this study indicate that; (a) groups of students did not produce substantially better products than the students who worked alone; (b) individuals do not always adopt or internalize group outcomes; and, (c) students in the collaborative condition performed better on the mastery and application problems with moderate effect sizes. These findings suggest that an opportunity to collaborate with others was valuable in this context but not to the degree expected.Subjects--Topical Terms:

1017808
Education, Music.

The effects of collaboration on argumentation outcomes.
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500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1393.
502 $a Thesis (Ph.D.)--Arizona State University, 2007.
520 $a This study tests three critical assumptions that stem from efforts to use collaboration as a way to foster more productive argumentation in science classrooms: (a) groups will out perform individuals, (b) individuals will adopt and internalize group outcomes, and (c) individuals who work in groups will learn more from their experiences than individuals who work on their own. To test these assumptions one hundred and sixty-eight high school chemistry students were randomly assigned to a collaborative or individual argumentation condition. Students in both treatment conditions first completed a task that required them to produce an argument that articulates and justifies an explanation for a discrepant event. The students then completed a mastery and application problems on their own in order to evaluate differences in individual learning. The results of this study indicate that; (a) groups of students did not produce substantially better products than the students who worked alone; (b) individuals do not always adopt or internalize group outcomes; and, (c) students in the collaborative condition performed better on the mastery and application problems with moderate effect sizes. These findings suggest that an opportunity to collaborate with others was valuable in this context but not to the degree expected.
520 $a A qualitative analysis of the interactive processes that took place within more and less successful groups was also conducted in an effort to identify potential reasons for variation in group performance. This analysis identified five distinct differences in the ways these groups engaged in argumentation that can be linked to the observed differences in group outcomes. The number of unique ideas introduced into the conversation, how individuals responded to these ideas, how often individuals challenged ideas, the criteria individuals used to distinguish between ideas, and how groups members used the available materials were all notable differences in the ways these groups engaged in argumentation. These differences in the ways more and less successful groups engaged in argumentation highlight how interactions between individuals can influence group understanding and offer new insights for science educators interested in fostering productive group outcomes inside the classroom.
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