Dissertation/Thesis Abstract

The author has requested that access to this graduate work be delayed until 2020-03-28. After this date, this graduate work will be available on an open access basis.
Using Problem-Centered Learning to Foster Argumentation in Introductory Sociology
by Henry, Holly R., Ph.D., University of Missouri - Columbia, 2013, 145; 13869873
Abstract (Summary)

This mixed methods case study explored the efficacy of a problem-based learning environment and three different instructional methods designed to foster argumentation in an introductory sociology course. While no statistically significant differences were found in the overall assignment scores among the three treatment groups, there were significant differences in the effort they expended to achieve those scores, suggesting that a treatment in which students were instructed to generate counter-arguments to a provided model essay was most efficient while a treatment in which students were guided to construct an argument step-by-step encouraged more time-on-task.

Indexing (document details)
Advisor: Jonassen, David H.
Commitee: Brent, Edward E., Fitzgerald, Gail E., Jonassen, David H., Laffey, James M., Moore, Joi L.
School: University of Missouri - Columbia
Department: Information Science and Learning Technologies
School Location: United States -- Missouri
Source: DAI-A 80/07(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Instructional Design, Social studies education, Educational technology
Keywords: Argumentation, Case-based reasoning, Cognitive flexibility theory, Higher education, Problem-solving, Teaching sociology
Publication Number: 13869873
ISBN: 9781392012253
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