논증 스캐폴드와 문제의 유형이 논증의 질, 문제해결 성취도 및 집단의 효과성에 미치는 효과 = The Effects of the Types of Argumentation Scaffolds and Problems on the Quality of Argumentation, Problem Solving Achievement, and Group Effectiveness

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of the types of argumentation scaffolds on the quality of argumentation, problem solving achievement, and group effectiveness with two different types of problems. The study was conducted in a collaborative group problem solving setting in which three students in a small group made use of online cognitive tools as a discussion and/or argumentation support tool to solve the different types of problems online. The types of argumentation scaffolds, the first independent variable, include text-based threaded discussion provided by bulletin board systems and graphic-based argumentation structure provided by CSCA (Computer-supported Collaborative Argumentation) software. The types of problems, the second independent variable, include well-structured problems and ill-structured problems. A 2 × 2 randomized factorial design was used for the study. Sixty college students who were registered for an economic course participated in the study. The results showed that argumentation scaffolds significantly affected the quality of argumentation and group effectiveness. Graphical argumentation scaffold enhanced argumentation skills as well as group effectiveness positively. Among the six sub-variables for group effectiveness, the satisfactions of argumentation support tool, group discussion process, and group problem solving outcome were significantly high. However, no conclusive results were obtained regarding the effects of argumentation scaffolds on problem solving achievement. As for the types of problems, the results showed that while ill-structured problems were superior to well-structured ones to enhance argumentation skills, well-structured problems were better than ill-structured ones for group effectiveness. However, the types of problems affected only communication understanding, one of the six sub-variables for group effectiveness, and no significant differences were found for group effectiveness in the other five sub-variables between the types of problems. An interaction effect was also detected between the two independent variables in terms of the satisfaction of argumentation support tool, one of the six sub-variables for group effectiveness, indicating that graphical argumentation support tool was more effective when providing students with ill-structured problems. The study discusses these results and presents implications for instructional design and suggestions for future studies.