| dc.description.abstract | This qualitative case study investigates high school students’ pattern of dialogic argumentation by using the self-made place-based argumentation card game “Dazing City Zhongli.” The card game, which is based on Jan’s card game “Green City Blue” (National Institute of Education, 2013), could create the situation for argumentation by providing social issues and local incidents, files and data to reason, and multiplayer game rules. The theory of the research is mainly based on Kuhn’s (2005) dialogic argumentation perspective, and the dialogic argumentation research by Squire and Jan (2007).
The research aims to investigate high school students’ pattern of dialogic argumentation, which leads to three sub-questions:
(1) How do high school students recognize and use data in-game?
(2) How do high school students develop possible hypotheses from the data?
(3) How do high school students establish and present their argumentation?
The research focuses on the teams’ in-game process of collecting data, developing hypotheses, and establishing argumentation. The cases are four teams in the first and second year in community high school. Each team has three students in the same class, with a basic knowledge of South Taoyuan. The result examines the dialogic argumentations of four cases and describes cases’ patterns in different phases. The research uses collective case studies to summarize the issues about high school students’ argumentation, e.g., the groups′ metacognitions about processing data and writing notes, the basis for selection when perspectives conflict, and reasons for not fully expressing the groups′ views at the conclusion.
There are three research contributions: Provides high school students’ pattern of dialogic argumentation and describes the differences between dialogic argumentation and personal argumentation for further research; Provides the local argumentation situation as a reference for argumentation situation designs; Describes students′ argumentation abilities and difficulties as indicators for teaching. | en_US |