ERIC Number: EJ1425873
Record Type: Journal
Publication Date: 2024
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2153-2974
EISSN: EISSN-2332-7383
Available Date: N/A
Improving Pre-Service Teachers' Argumentation Skills: A Holistic Online Scaffolding Design Approach
Journal of Digital Learning in Teacher Education, v40 n2 p76-96 2024
The literature widely reports that pre-service teachers repeatedly demonstrate inadequate argumentation skills. Through a mixed-methods research approach, this study investigated the effectiveness of a holistic online scaffolding design for guiding the development of pre-service teachers' argumentation skills. Participants were randomly assigned to either a control or experimental group and then applied argumentation skills to solve case-based problem scenarios on teaching methods for two weeks. The experimental group had a significant improvement in the following argumentation skills: evidence, alternative theory, and counterargument. Qualitative data collected shows diverse metacognition concerning argumentation skills within experimental group. This study suggests that embedding a holistic online scaffolding approach into teacher training programs for the development of argumentation skills offers meaningful learning opportunities for pre-service teachers.
Descriptors: Preservice Teachers, Preservice Teacher Education, Persuasive Discourse, Skill Development, Holistic Approach, Metacognition, Case Method (Teaching Technique), Problem Solving, Vignettes, Scaffolding (Teaching Technique), Computer Assisted Instruction, Electronic Learning, Problem Based Learning, Computer Science Education, Foreign Countries
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A
Author Affiliations: N/A