MOHSEN BAYAT; Hashem Fardanesh; Javad Hatami; Ebrahim Talaee
Abstract
IntruductionIn effective citizenship education, decision making is important skills.The 11-year-olds childeren need decision-making skills(NCSS,1998(.The purpose of this study was to investigate the effect of collaborative reasoning-based learning environment with teacher support (pre-training and scripting ...
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IntruductionIn effective citizenship education, decision making is important skills.The 11-year-olds childeren need decision-making skills(NCSS,1998(.The purpose of this study was to investigate the effect of collaborative reasoning-based learning environment with teacher support (pre-training and scripting by procedural prompt) on acquisition and transfer of decision-making skills and satisfaction.For this purpose, the questions were: (1) what is the effect of collaborative reasoning-based learning environment with pre-training and script supports on students' acquisition of decision-making skills?(2) what is the effect of collaborative reasoning-based learning environment with pre-training and script supports on the transfer of students' decision-making skills to the novel moral story?(3)what are students' opinions about the collaborative-reasoning learning environment?MethodThis research is a pre-test and post-test experimental designs with three experimental groups. The statistical population of the study is all sixth grade students in Neyriz in the academic year 1399- 1400. All participants were male and their mean age was 12.40 (SD = 1.33). Among the schools of Neyriz city, three schools of Mehregan, Mehrdanesh and Bahman were selected through cluster sampling. Three sixth grade classes were selected and randomly divided into experimental groups 1 (pre-training), experimental 2 (scripting) and experimental 3 (blended method(.Learning and transfer of students' decision-making skills (pre-test, post-test and transfer test) were measured using a coding scheme prepared by the authors.Students' opinions about collaborative reasoning-based learning environment were measured using a questionnaire designed by Mehdizadeh (2007). This questionnaire was used with some changes after adapting to the classroom conditions.ResultThe results showed that the collaborative reasoning approach with three support methods can improve acquisition and transfer of students' decision-making skills. Also, students who received a combination of support through pre-training and scripting in the collaborative reasoning process performed better in acquisition and transferring decision-making skills than the other two groups and were more satisfied with their learning environment. Also, students who received pre-training prior to collaborative reasoning performed better than the script group in acquiring and transferring decision-making skills.DiscussionPre-trainning and scripting are both complementary learning strategies that, together, provide powerful instructional support in collaborative reasoning-based learning environments to empower students to acquisition and transfer decision-making skills. Pre-training creates the mental structure or model needed to understand the scripts that are presented in the collaborative reasoning process.
Omid Noroozi; Javad Hatami; Saeed Latifi; Hashem Fardanesh
Abstract
IntroductionPeer feedback is one of the promising educational strategy to improve students’ argumentative essay writing. However, resently, researchs have indicated that imlicit approach (Scripts and prompts) in online peer feedback environment improved student’s academic writing skills, ...
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IntroductionPeer feedback is one of the promising educational strategy to improve students’ argumentative essay writing. However, resently, researchs have indicated that imlicit approach (Scripts and prompts) in online peer feedback environment improved student’s academic writing skills, these approaches bring some issues. More resently researches for solving this issues propose explicit approaches (sach as instruction and worked example). On the base, this study investigates the effects of online peer feedback environment with argumentation training on students’ learning process (argumentative feedback quality) and outcomes (argumentative essay quality and domain-specific knowledge acquisition) in the field of educational sciences. MethodThe population of the study was all undergraduate students of educational sciences at Kharazmi University in Karaj in which 40 students were randomly selected as a sample and were assigned to either experimental (with training and worked example) or control group (without any additional support) in a pre- and posttest design. They were then divided over 20 dyads and were asked to write an argumentative essay, engage in argumentative peer feedback with their learning partner, and then revise their essay based on feedback they received. In the peer feedback phase, the students of the experimental group received on how to write a high quality argumentative essay before giving feedback. To do so, a collaborative e-learning environment was designed and developed. A coding scheme was developed based on research literature to measure both argumentative essay and argumentative peer feedback quality. ResultThe results favoured students in the experimental condition in terms of their argumentative essay writing, argumentative peer feedback quality, and the acquisition of domain-specific knowledge. Furthermore, there was a positive and significant correlation between the learning process (argumentative peer feedback quality) and the outcome (argumentative essay writing quality).DiscussionThe results of this research indicated the importance of argumentation training as a support for peer feedback process in increasing the students’ feedback quality, academic writing and domain specific learning. Providing argumentation training befor peer feedback activity can familiarize students with criteria for a higher quality feedback, and thus improve the quality of their writing. Also, high quality feedback requires a more cognitive elaboration of learning material which can enhance student learning in subject at hand.The results of this research indicated the importance of argumentation training as a support for peer feedback process in increasing the students’ feedback quality, academic writing and domain specific learning. Providing argumentation training befor peer feedback activity can familiarize students with criteria for a higher quality feedback, and thus improve the quality of their writing. Also, high quality feedback requires a more cognitive elaboration of learning material which can enhance student learning in subject at hand.Keywords: online peer feedback environments, argumentative writing, argumentative peer feedback, argumentation training.
