Poster: Metacognitive and Collaborative Arguing throug Computers by University Students
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This document discusses a doctoral thesis study aimed at enhancing higher-order thinking skills, specifically argumentation and metacognition, in university students of social work through computer-based learning environments. The research employs a mixed-methods approach with a quasi-experimental design involving first-year students at the University of Atacama, Chile, focusing on a collaborative pedagogic strategy. Preliminary results indicate positive contributions of ICT and collaborative work to educational innovation in metacognition and argumentation within the curriculum of the social work program.
Poster: Metacognitive and Collaborative Arguing throug Computers by University Students
- 1. Introduction The analysis of the dynamics of communication and interaction in the current scenario offers relevant information to improve educational practices and potentialise their use for the benefit of better learning outcomes. Several technological tools have been developed that provide the infrastructure for learning, and also allow supervision and monitoring by the teacher.. However and according to Leitão (2000), a high percentage of students of higher education haven´t the necessary skills to adopt a critical position and transform the received knowledge. Therefore, the current need to search for quality assurance in higher education, reveals the importance of promoting the development of thought. This poster presents a study that is currently taking place in the framework of a doctoral´s thesis. The investigation has been developed for higher education and its aim is to promote two important higher-order thinking skills such as argumentation and metacognition with computer-based learning environments (CBLE). The disciplinary domain in which activities were aplied was that of History which is included in the current curriculum for social work career of the University of Atacama, Chile. we address the importance of research in the interaction between argumentation and metacognition, the opportunity to promote both with technological tools in a collaborative environment. Finally, It presents the results observed to date to continue analyzing the current and expected contributions, which suggest that despite this research has been contemplated at the level of social work degree, its findings would be able to serve as the basis for studies and interventions in other university degrees. Research Objectives General Objectives: To promote the development of argumentative skills in university students from the Social Work degree programme, through the promotion of metacognitive skills and collaborative work in a digital context. Specific objectives: - Design and implement a pedagogical strategy based on the stimulation of cognitive abilities on performance in argumentative discussions. - Determine the effect of the pedagogical strategy on students' metacognition and argumentation skills - Analyse the metacognitive reflections of students regarding their argumentative performance. - Compare the argumentative discussions of the control group versus the experimental group - Identify factors of the learning process that may be mediating the development of argumentative skills and metacognition. Methodology The research is a mixed study with a quasi-experimental pre-post design with a control group. The model is predominant quantitative CUAN + cuali. The population correspond to 49 first-year students from the Social Work degree programme of the University of Atacama in Chile. The instruments for collecting information are: Quantitative instruments: - The Halpern Critical Thinking Assessment using Everyday Situations (HCTAES) ((translated and validated in Chilean university population, 2010) - Motivation and Learning Strategies Questionnaire (MLSQ) (translated and validated in Mexican university population, 2016) Qualitative instruments: - Individual digital diary (semi-structured): a student´s individual narrative record of each session. Based on model of P.R. Pintrich. - Evaluation rubric of argumentative maps based on the Toulmin model. Pedagogic strategy: The pedagogic work method is collaborative and based on the analysis and solution of the cases presented through the Digalo2 software. Results According to the general structure of the intervention, the current results are the following: - Establishment of networks and requesting of institutional support and consent of students, - Pre-test application to evaluate Argumentation and Metacognition for control group and experimental group, - Design and implementation of the pedagogic strategy. The pedagogic strategy was designed in collaboration with the teacher of the subject through online media. Three cases pertinent to the contents and planning of the subject were elaborated to work sequentially throughout the course. The subject has a total of 4 pedagogical hours per week, of which two continue to be used for the presentation and analysis of contents. The other two hours are used in conducting a workshop in a computer classroom for the discussion of cases through the Digalo2 software. The workshop was developed by the teacher, and supported by the reseacher through Remote Desktop of Google, allowing the joint monitoring of the students´discussions. Both the experimental and control group, in turn, were divided into permanent subgroups of 5 to 6 participants. Each session lasts 90 minutes, of which 45 correspond to argumentative discussion. The remaining 45 minutes are allocated to the recording in the individual digital Diary by the experimental group and to the elaboration of a summary of the theoretical content by the control group. To date, work has been carried out in 1 of the 3 proposed cases. Current and Expected Contributions According to the results observed to date, it is possible to acknowledge the contribution of the use of ICT and collaborative work to the development of a systemic educational innovation model that integrates two great higher order thinking skills such as Metacognition and Argumentation. In addition, the collaborative work with the teacher has made it possible to visualise the use of ICTs not only as an instrumental tool, but rather as a complement to an organized, planned and evaluated learning process. The educational community is expected to be sensitised and held accountable for the necesity and real possibility of modifying the traditional teaching style in the classroom. Specifically, this research contributes to the awareness of the relationship between teaching-learning strategies in a specific area such as History in the context of higher education. It also favours the implementation of the curriculum for the Social Work degree programme, by enriching the pedagogical work with technological tools which will allow, in the measure that it is consolidated, maintained and generalized, the increase the management in the classroom and the generation of higher quality learning in the students. . Nancy MacCann-Alfaro Department of Social Work / Faculty of Social and Legal Sciences University of Atacama. Chile Erla Mariela Morales-Morgado Didactic, Organization and Research Methods/ GRIAL Research Group University of Salamanca. Spain Ana García-Valcárcel Didactic, Organization and Research Methods/ GITE Research Group University of Salamanca. Spain EJEMPLO DISCUSION ARGUMENTATIVA