期刊名称：Ömer Halisdemir Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi
电子版ISSN：2564-6931
出版年度：2017
卷号：10
期号：1
DOI：10.25287/ohuiibf.297197
语种：English
出版社：Ömer Halisdemir Üniversitesi
摘要：Over the twenty years,researchers and practitioners have developed technology tools and designed technology-enhanced learning environments (TELEs) to support and teach argumentation. Relevantly,Kim et al. (2007) presented a pedagogical framework to provide a valid TELE4 . The purpose of this design-based study was to investigate micro context dimension of this framework and to analyze the interactions between student-tool,teacher-student,and teacher-tool. In this respect,in order to understand how they balance theroles in a technology-enhanced learning environment,the effect of various scaffolds on forty-one middle school students’ argumentation in a technology-enhanced learning environment and the distribution of scaffolds between teacher and the technology tool were analyzed. Students’ argumentation,journal scores and pretests were examined,a quantitative analysis - descriptive statistics,a one-way repeated measures ANOVA and MANCOVA and a qualitative analysis were carried out. The results of the study showed that students benefited from the use of hints,sentence starters,and question prompts. Moreover,teacher support was important and led students to develop their ability in constructing arguments with claim,ground,backing,warrants and in some cases more sophisticated ones using rebuttals as in Toulmin’s framework. The study presents guidelines and strategies for designing scaffolds in technology-enhanced learning environment to facilitate students’ learning and argumentation.
其他摘要：Yirmi yıl boyunca araştırmacılar ve uygulayıcılar,argümantasyonu desteklemek ve öğretmek amacıyla teknoloji araçları geliştirmiş ve teknoloji ile zenginleştirilmiş öğrenme ortamları (TELE’ler) tasarlamıştır. İlgili olarak,Kim-Hannafin vd. (2007),geçerli b
