Article 2024

Integrating dialectical constructivist scaffolding-based argumentation mapping to support students’ dialectical thinking, oral and dialogical argumentation complexity

DD
Darmawansah, Darmawansah
 HG
Hwang, Gwojen
 LC
Lin, Chijen
Educational Technology Research and Development
Journal · Vol. 72 · Issue 6 · pp. 3241-3269
Abstract

Dialectical thinking is a way of discussing and analyzing things from different viewpoints to reach a solution. It is often taught in language courses by conducting argumentation activities. However, without providing effective strategies or tools, learners generally encounter difficulties in structuring their viewpoints during the argumentation process. To solve this problem, this study proposed dialectical constructivist scaffolding-based argumentation mapping (DCS-AM), which integrates a structured, four-stage process to support students’ dialectical thinking and oral and dialogical argumentation complexity. The argumentation map refers to a visualized tool that enables learners to structure their viewpoints for making arguments. A quasi-experiment was conducted in an English as a Foreign Language course. A total of 26 students were in the DCS-AM group, while 22 students were in the conventional constructivist scaffolding-based argumentation mapping (CS-AM) group, which adopted a more conventional format, emphasizing direct discussion and teacher-led knowledge transmission. The experimental results found that students in the DCS-AM group exhibited significantly better dialectical thinking than those in the CS-AM group. Also, an epistemic network analysis (ENA) of oral and dialogical argumentation revealed that students in the DCS-AM group frequently developed more complex argumentation than those in the CS-AM group in terms of the structural component and discourse activity, including the process of students’ dialectical thinking that was found in both groups. This finding shows that technology-supported dialectical constructivist scaffolding can help students improve their dialectical thinking and argumentation skills. © Association for Educational Communications and Technology 2024.

Keywords

Author Keywords

epistemic network analysis Argumentation complexity Argumentation mapping Dialectical constructivism Dialectical thinking

Index Keywords

Author Affiliations
Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan, Graduate Institute of Educational Information and Measurement, National Taichung University of Education, Taichung, Taiwan, College of Management, Yuan Ze University, Taoyuan, Taiwan
Empower Vocational Education Research Center, National Taiwan University of Science and Technology, Taipei, Taiwan, Global Foreign Language Education Program, Providence University Taiwan, Sha-Lu, Taichung, Taiwan
Chung Shan Medical University, Taichung, Taiwan
Funding & Acknowledgements
Ministry of Education, MOE
Funding text 1: This study is supported in part by the National Science and Technology Council of Taiwan under contract numbers NSTC 112-2410-H-011-012-MY3 and MOST 111-2410-H-011 -007 -MY3. The study is also supported by the \u201CEmpower Vocational Education Research Center\u201D of National Taiwan University of Science and Technology (NTUST) from the Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.; Funding text 2: Funding was provided by Ministry of Science and Technology, Taiwan (Grant No. MOST-109-2511-H-011-002-MY3).
National Taiwan University of Science and Technology, NTUST
Funding text 1: This study is supported in part by the National Science and Technology Council of Taiwan under contract numbers NSTC 112-2410-H-011-012-MY3 and MOST 111-2410-H-011 -007 -MY3. The study is also supported by the \u201CEmpower Vocational Education Research Center\u201D of National Taiwan University of Science and Technology (NTUST) from the Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.; Funding text 2: Funding was provided by Ministry of Science and Technology, Taiwan (Grant No. MOST-109-2511-H-011-002-MY3).
National Science and Technology Council, NSTC
Grant: NSTC 112-2410-H-011-012-MY3
Funding text 1: This study is supported in part by the National Science and Technology Council of Taiwan under contract numbers NSTC 112-2410-H-011-012-MY3 and MOST 111-2410-H-011 -007 -MY3. The study is also supported by the \u201CEmpower Vocational Education Research Center\u201D of National Taiwan University of Science and Technology (NTUST) from the Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.; Funding text 2: Funding was provided by Ministry of Science and Technology, Taiwan (Grant No. MOST-109-2511-H-011-002-MY3).
National Science and Technology Council, NSTC
Funding text 1: This study is supported in part by the National Science and Technology Council of Taiwan under contract numbers NSTC 112-2410-H-011-012-MY3 and MOST 111-2410-H-011 -007 -MY3. The study is also supported by the \u201CEmpower Vocational Education Research Center\u201D of National Taiwan University of Science and Technology (NTUST) from the Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.; Funding text 2: Funding was provided by Ministry of Science and Technology, Taiwan (Grant No. MOST-109-2511-H-011-002-MY3).
Ministry of Science and Technology, Taiwan, MOST
Grant: 111-2410-H-011 -007 -MY3, MOST-109-2511-H-011-002-MY3
Funding text 1: This study is supported in part by the National Science and Technology Council of Taiwan under contract numbers NSTC 112-2410-H-011-012-MY3 and MOST 111-2410-H-011 -007 -MY3. The study is also supported by the \u201CEmpower Vocational Education Research Center\u201D of National Taiwan University of Science and Technology (NTUST) from the Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.; Funding text 2: Funding was provided by Ministry of Science and Technology, Taiwan (Grant No. MOST-109-2511-H-011-002-MY3).
Ministry of Science and Technology, Taiwan, MOST
Funding text 1: This study is supported in part by the National Science and Technology Council of Taiwan under contract numbers NSTC 112-2410-H-011-012-MY3 and MOST 111-2410-H-011 -007 -MY3. The study is also supported by the \u201CEmpower Vocational Education Research Center\u201D of National Taiwan University of Science and Technology (NTUST) from the Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.; Funding text 2: Funding was provided by Ministry of Science and Technology, Taiwan (Grant No. MOST-109-2511-H-011-002-MY3).
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