| Volume 50 Number 3 2002 |
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Editors, Editorial Board, Consulting Editors
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| Research |
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The Effects of Argumentation Scaffolds on Argumentation and
Problem Solving
Kyoo-Lak Cho
David H. Jonassen
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An
important skill in solving problems, especially ill-structured problems,
is the production of coherent arguments to justify solutions and actions.
Because direct instruction in argumentation has produced inconsistent
results and cannot effectively support online learning, we examined
the use of online argumentation scaffolds to engage and support coherent
argumentation. In this study, we showed that providing a constraint-based
argumentation scaffold during group problem-solving activities increased
the generation of coherent arguments. The same scaffold further resulted
in significantly more problem-solving actions during collaborative
group discussions. The effects of the scaffold varied for problem
type. Groups that solved ill-structured problems produced more extensive
arguments. When solving ill-structured problems, students need more
argumentation support because of the importance of generating and
supporting alternative solutions. The close relationship between argumentation
and problem solving, especially ill-structured problem solving, is
significant. The effects of the argument scaffold consistently transferred
to the production of arguments during individual problem solving.
Students used the familiar argumentation scripts while solving problems
individually. |
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The Effect of Competition and Contextualized Advisement on the
Transfer of Mathematics Skills in a Computer-Based Instructional
Simulation Game
Richard Van Eck
Jack Dempsey
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This
study was designed to determine the effect of contextualized advisement
and competition on transfer of mathematics skills in a computer-based
simulation game in which participants helped their “aunt and
uncle” fix up a house. Contextualized advisement referred to
whether the participant had access to video-based advisement delivered
by the aunt and uncle about how to solve the problem, and competition
referred to whether or not the participant was playing against a computer
character. A total of 123 seventhand eighth-grade students were randomly
assigned to one of five conditions formed by crossing the two independent
variables and adding a control group. Results indicated an interaction
between competition and contextualized advisement. Participants in
the noncompetitive condition had higher transfer scores when they
had access to contextualized advisement, while participants in the
competitive condition had higher transfer scores when they had no
access to contextualized advisement. |
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| Development |
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First Principles of Instruction
M. David Merrill
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For
the past several years the author has been reviewing instructional
design theories in an attempt to identify prescriptive principles
that are common to the various theories. This paper is a preliminary
report of the principles that have been identified by this search.
Five first principles are elaborated: (a) Learning is promoted when
learners are engaged in solving real-world problems. (b) Learning
is promoted when existing knowledge is activated as a foundation for
new knowledge. (c) Learning is promoted when new knowledge is demonstrated
to the learner. (d) Learning is promoted when new knowledge is applied
by the learner. (e) Learning is promoted when new knowledge is integrated
into the learner’s world.
Representative instructional design theories are briefly examined
to illustrate how they include these principles. These include:
Star Legacy by the Vanderbilt Learning Technology Center, 4-Mat
by McCarthy, instructional episodes by Andre, multiple approaches
to understanding by Gardner, collaborative problem solving by Nelson,
constructivist learning environments by Jonassen, and learning by
doing by Schank.
It is concluded that, although they use a wide variety of terms,
these theories and models do include fundamentally similar principles.
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Effects of Classroom Evaluation Strategies on Student Achievement
and Attitudes
Zane Olina
Howard J. Sullivan
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This
study investigated the effects of teacher evaluation and the combination
of teacher evaluation and student self-evaluation on student performance
and attitudes. Participants in the study were 189 Latvian high school
students and their six teachers.
The
six teachers were assigned to one of three treatment conditions:
(a) no evaluation, (b) teacher evaluation, and (c) self-evaluation
plus teacher evaluation. All groups completed a 12-lesson instructional
program on how to conduct experiments and produce research reports.
Students in the teacher-evaluation group received teacher evaluation
on their initial research reports. Students in the self-plus-teacher
evaluation group self-evaluated their reports and received teacher
evaluation on them. The no-evaluation group received no formal evaluation
instructions.
Students
in the teacher-evaluation and the self-plus-teacher evaluation groups
received significantly higher ratings on their final projects than
those in the no-evaluation group. However, the no-evaluation group
had more favorable attitudes toward the program than the other two
groups, while the self-plus-teacher evaluation group was significantly
more confident of their ability to independently conduct future
research experiments.
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Scaffolding Critical Reasoning About History and Social Issues
in Multimedia-Supported Learning Environments
John W. Saye
Thomas Brush
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This
article advances a continuing line of research that investigates the
potential of hypermedia resources and scaffolding for supporting problem-based
social studies and developing critical reasoning. Our line of inquiry
consists of a series of generative design experiments that informs
problem-based curriculum development. Our findings suggest that expert
guidance may be embedded into the learning environment to give students
conceptual and strategic road maps that assist them in understanding
the process of disciplined inquiry. However, our results also emphasize
the difficulties in managing the cognitive challenges posed by ill-structured
social problems and suggest limits to the embedded support that can
be provided for complex thinking. Complex conceptual tasks may require
spontaneous support that can only be provided by a skilled teacher.
We suggest that embedded scaffolds may be used to support teachers
by reducing the amount of spontaneous scaffolding they must do in
an ill-structured environment and discuss other steps that might be
taken to encourage problem-based inquiry. |
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| Departments |
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International Review
J. Nicholls Eastmond, Editor
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Editor's Notes |
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Dual Academic Careers: Issues and Personal Perspectives
by Abbas Johari and Amy C. Bradshaw |
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J. Nicholls Eastmond, Editor
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International Couples in Instructional Technology: The Curdas
by L.K. Curda and Stephen K. Curda |
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J. Nicholls Eastmond, Editor
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Core Connections
by Jef Moonen and Betty Collis |
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RESEARCH ABSTRACTS
Eric Plotnick, Editor
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Index - Volume 50 - Number 3 - 2002 |
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Information for Readers and Authors |
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ETR&D YOUNG SCHOLAR AWARD |
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