Effects of developing prompt scaffolding to support collaborative scientific argumentation in simulation-based physics learning

ABSTRACT

Argumentation scaffolding can be used to enhance the formulation of logical arguments as well as the performance of such arguments. This study presents a web-based synchronized scientific argumentation environment integrated with prompt scaffolding to support simulation-based physics learning for elementary school students. To investigate the effects of prompt argumentation scaffolding, two sixth-grade classes totaling fifty-five students worked in small groups to complete a simulation-based physics learning activity regarding the principle of leverage. One class was allocated to an experimental group that received prompt argumentation scaffolding, whereas the other class was assigned to be the control group not receiving prompts. Learning achievements such as science conceptual understanding and scientific explanation skills were examined, and lag sequential analysis (LSA) was used to compare the argumentative behavioral patterns of the two groups. The results showed that the students in the experimental group outperformed those in the control group in terms of their capacity to produce scientific explanations, though no significant difference in their understanding of physical concepts. Furthermore, the LSA results revealed that the experimental group demonstrated more coherent, evidence-based arguments and conscious reasoning, whereas the control group displayed more of a conversational tone and was unstructured in its debates with others.

KEYWORDS:

• Simulation-based science learning
• scientific argumentation
• collaborative argumentation
• prompt scaffolding
• sequential behavioral analysis

Acknowledgements

We appreciate the participants’ engagement in this research. We would also like to thank Hong Yang, An-Na Fu and Yao Zhan, for their valuable suggestions to improve experimental design.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Fan-Jun Yang

Fan-Jun Yang is a postgraduate in the Department of Curriculum and Learning Sciences at Zhejiang University, China. His research interests include scientific argumentation and explanation, computer-supported collaborative learning and educational system development.

Chien-Yuan Su

Chien-Yuan Su is an assistant professor in the Department of Education, National University of Tainan, Taiwan. He earned his Ph.D. from National Cheng Kung University, Taiwan. His research interests include e-learning and educational technology.

Wen-Wen Xu

Wen-Wen Xu is a postgraduate in the Department of Curriculum and Learning Sciences at Zhejiang University, China. Her research interests include augmented/virtual reality in science education, cognitive control development of children and educational neuroscience.

Yue Hu

Yue Hu is a lecturer in the Department of Educational Technology at Hangzhou Normal University, China. She received her Ph.D. degree from Zhejiang University. Her research interests include block-based visual programming, the acceptance of new technologies, and instructional design.