A Study of Web-based Supported Argumentation in Scientific Education

Dr. ChingMiin Duh,
LiarnRurng Wen
To add a paper, Login.

This paper identifies the relative effects of three communication channels on scientific knowledge creation. These settings were argumentation-based group settings (email and WebQuest) and working alone (without any argumentation expectation). The study established a WebQuest website to instruct one group of students conducted an argumentation learning process according to the socioscientific issues which provided by the tutor, the other group of students then used email to exchange knowledge on the same issue as well. And the third group of students studied on the same issue by their own. The main purpose of the study was to examine the university students' argumentation skills and critical thinking ability in web-based supported context. Furthermore, the study investigated how different web-based channels supported argumentation can enhance scientific knowledge creation and facilitated scientific education. The results showed that because of web-based argumentation approach brought participants to develop their point of view and to refine their knowledge different from traditional face-to-face format, it provided a better knowledge exchanging environment and community-wide information sharing context. Based on the results of the study, the paper proposes the suggestions and the strategies of scientific knowledge construction in the context of web-based supported argumentation to individuals and institutions.

Keywords: Knowledge Creation, Argumentation, Scientific Education, Web-based
Stream: Technology in Education, Knowledge and Technology
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.

Dr. ChingMiin Duh

Associate professor, Department of industrial management, STU University

LiarnRurng Wen

Senior lecturer, Department of Management Information Systems, Meiho institute of technology

Ref: T05P0141