Abstract

This study investigates the effects of three Collaborative Reasoning (CR) strategies including pre-trained CR, scripted CR, and pre-trained + scripted (mixed) CR on the argumentative decision-making skills of primary school students. Forty-six school students were requested to write a reflective essay on a social-moral issue, and after participating in a six-week story-based CR with three different conditions, they were asked to write their reflective essay. A follow-up test was conducted two weeks later. The results showed that students in the pre-trained CR condition performed better than students in the scripted CR condition with regard to acquiring and transferring decision-making skills. However, compared to students in the mixed CR condition, the performance of the students in the pre-trained condition was lower for acquiring and transferring decision-making skills. In terms of learning satisfaction, students with the mixed CR condition declared higher learning satisfaction compared to students in the other two conditions. We discuss these results and provide agenda for future research and practice.

摘要

本研究调查了三种协作推理 (CR) 策略（包括预训练 CR、脚本 CR 和预训练 + 脚本（混合）CR）对小学生议论文决策技能的影响。46 名学生被要求写一篇关于社会道德问题的反思性文章，在参加了为期六周、具有三种不同条件的基于故事的 CR 后，他们被要求写下他们的反思性文章。两周后进行了后续测试。结果表明，在获得和转移决策技能方面，预训练 CR 条件下的学生比脚本 CR 条件下的学生表现更好。然而，与混合 CR 条件下的学生相比，在预训练条件下，学生在获得和转移决策技能方面的表现较低。在学习满意度方面，与其他两种条件下的学生相比，混合 CR 条件下的学生的学习满意度更高。我们讨论这些结果并为未来的研究和实践提供议程。