The Effect of Socioscientific Topics on Discourse within an Online Game Designed to Engage Middle School Students in Scientific Argumentation

Year 2017, Volume: 3 Issue: 2, 110 - 125, 31.07.2017

Jana Craig-hare Marilyn Ault Amber Rowland

https://doi.org/10.21891/jeseh.325783

Cited By: 7

Abstract

The purpose of this study was to investigate the types of argumentation
discourse displayed by students when they engaged in chat as part of an online
multiplayer game about both socioscientific and scientific topics. Specifically,
this study analyzed discourse episodes created by middle school students as
they discussed scientific and socioscientific topics within an online,
multiplayer game. Using a Discourse Analysis Scoring Guide, student discussions
were coded based on the type of interaction or statements made. Analysis
included a comparison between the types of topics (scientific vs.
socioscientific) and the student author’s justification for their decision to
accept, reject or withhold judgement about the claim; teammate comments related
to the author’s justification; an overall rating of the discourse episode
interaction; and frequency of argumentation vocabulary use throughout the
discourse episode. Results indicated that socioscientific topics produced
collaborative discourse episodes that were positive, supportive, and civil
within an argumentation framework.

Keywords

Scientific argumentation, Discourse, Game-based learning, Middle school science, Socioscientific issues

References

• Craig-Hare, J., Ault, M., & Rowland, A. (2017). The effect of socioscientific topics on discourse within an online game designed to engage middle school students in scientific argumentation. Journal of Education in Science, Environment and Health (JESEH), 3(2), 110-125.