The digital group of scientific argumentation of the high-grade elementary students --- Hot cognitive orientation

• Main Authors: Shiang-Jie Wan, 萬祥傑
• Other Authors: Chih-Hsiung Ku
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/99095699211675099858

碩士 === 國立花蓮教育大學 === 科學教育研究所 === 97 === The main purpose of this study was to understand that while elementary school students in e-learning platform argumentation team of three modules, whether the student argumentation by the group of individuals within the social interaction would influence the grading process, and further analysis on the performing differences between students with anonymous identity or named identity. The objects of the study is from a National Hualien outskirts of two sixth grade classes were 61 children, including a class for the named group, compared with another anonymous group classes. In this study, the design of the activities of the group argued a total of three modules, the case of school children in each of the modules are in accordance with the "personal argumentation", " digital group argumentation", "personal argumentation" of the order, in the Moodle digital learning environment. Research tools include the group structure of the questionnaire, the class structure of the questionnaire, self-perception questionnaires and semi-structured interviews, in order to understand the digital platform in the social interaction of the effects of cases where children argument. The major findings of this study are as follows: First, the group carried out a number of named argument was clearly the status of school children gathered by the high-impact, anonymity is not obvious; Second, the group argues a number of activities were gathered at the same time the status and characteristics of the impact of e-learning; third, the group argues the number of spaces when the status of students who perceived low aggregation more vulnerable to the impact of high status who gathered less affected; and less anonymous when the performance of the unique status of the aggregation behavior; lastly digital argumentation in the group context, the anonymous help to weaken the hot cognitive phenomenon, also said the anonymous student can be reduced by the impact of peers; five cases of students in a number of argumentation group learning environment, the hot cognitive phenomenon does exist , the named group shows more obviously.