論文

査読有り 筆頭著者 責任著者
2019年6月

Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text

Educational Technology Research and Development
  • Toshio Mochizuki
  • ,
  • Toshihisa Nishimori
  • ,
  • Mio Tsubakimoto
  • ,
  • Hiroki Oura
  • ,
  • Tomomi Sato
  • ,
  • Henrik Johansson
  • ,
  • Jun Nakahara
  • ,
  • Yuhei Yamauchi

67
5
開始ページ
1197
終了ページ
1230
記述言語
英語
掲載種別
研究論文(学術雑誌)
DOI
10.1007/s11423-019-09676-1

This paper describes the development of a software program that supports argumentative reading and writing, especially for novice students. The software helps readers create a graphic organizer from the text as a knowledge map while they are reading and use their prior knowledge to build their own opinion as new information while they think about writing their essays. Readers using this software can read a text, underline important words or sentences, pick up and dynamically cite the underlined portions of the text onto a knowledge map as quotation nodes, illustrate a knowledge map by linking the nodes, and later write their opinion as an essay while viewing the knowledge map; thus, the software bridges argumentative reading and writing. Sixty-three freshman and sophomore students with no prior argumentative reading and writing education participated in a design case study to evaluate the software in classrooms. Thirty-four students were assigned to a class in which each student developed a knowledge map after underlining and/or highlighting a text with the software, while twenty-nine students were assigned to a class in which they simply wrote their essays after underlining and/or highlighting the text without creating knowledge maps. After receiving an instruction regarding a simplified Toulmin’s model followed by instructions for the software usage in argumentative reading and writing along with reading one training text, the students read the target text and developed their essays. The results revealed that students who drew a knowledge map based on the underlining and/or highlighting of the target text developed more argumentative essays than those who did not draw maps. Further analyses revealed that developing knowledge maps fostered an ability to capture the target text’s argument, and linking students’ ideas to the text’s argument directly on the knowledge map helped students develop more constructive essays. Accordingly, we discussed additional necessary scaffolds, such as automatic argument detection and collaborative learning functions, for improving the students’ use of appropriate reading and writing strategies.

リンク情報
DOI
https://doi.org/10.1007/s11423-019-09676-1
Web of Science
https://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=JSTA_CEL&SrcApp=J_Gate_JST&DestLinkType=FullRecord&KeyUT=WOS:000485310800007&DestApp=WOS_CPL
共同研究・競争的資金等の研究課題
継続的で体系的な知識の関連付けを志向した構造的読解力の育成手法の開発
共同研究・競争的資金等の研究課題
21世紀型スキルとしての認識論的コンピテンシを育む協調学習環境の研究開発
共同研究・競争的資金等の研究課題
主張と関連情報の可視化と比較吟味に基づく合意創成型議論スキルの指導方法の開発
共同研究・競争的資金等の研究課題
複数の文章の比較統合を通した知識構築型の批判的読解を支援する学習環境の構築と評価
共同研究・競争的資金等の研究課題
先進的大学教育環境の研究開発
ID情報
  • DOI : 10.1007/s11423-019-09676-1
  • ISSN : 1042-1629
  • eISSN : 1556-6501
  • Web of Science ID : WOS:000485310800007

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