Students' types of argumentative knowledge construction process in social collaborative learning environment
With the rapid expansion of computer usage technology, working in social collaborative learning environment has been a common teaching and learning techniques to students. Working collaboratively can trigger deeper discussion which may lead into an argumentative debate and the development of knowled...
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| Main Authors: | , |
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| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
2017
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| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/97255/1/SitiFairusZakaria2017_TheDevelopmentofFloodMap.pdf http://eprints.utm.my/id/eprint/97255/ http://dx.doi.org/10.1109/LaTiCE.2017.9 |
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| Summary: | With the rapid expansion of computer usage technology, working in social collaborative learning environment has been a common teaching and learning techniques to students. Working collaboratively can trigger deeper discussion which may lead into an argumentative debate and the development of knowledge construction in argumentation. This process is known as argumentative knowledge construction and essentially beneficial in understanding the level of students' thinking skills. However, experiencing the process is important before thinking skills can be related to it. In this study, we combine model of online discussion, argumentative knowledge construction process and 3A interaction model to see the types of argumentative knowledge construction process occur in the students' discussion in a social collaborative learning environment. Data are collected from Facebook group discussion and analyzed using content analysis technique. It is hoped that this model can illustrate a pathway to instructor on how to facilitate students' argumentative knowledge construction process especially in social collaborative learning environment and indirectly lead students' thinking skills towards the highest degree. |
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