Student positions and web-based argumentation with the support of the six thinking hats

Lin, Yu-Ren

doi:10.1016/j.compedu.2019.05.013

Cited by 14 publications

(6 citation statements)

References 54 publications

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“…The six thinking hats method, a tool that is frequently used in the learning process, is applied in this study. Students should be able to think critically while analyzing societal issues, particularly those that are the subject of heated debate, according to the six thinking hats implementation [22]. It was necessary to provide them with direction and a framework so that they could better define the study's components [23].…”

Section: J Edu and Learnmentioning

confidence: 99%

Strengthening the critical thinking skill through the six-hat thinking model in pancasila education

Oktaviani,

Aulia,

Murdiono

et al. 2024

EduLearn

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This study aims to provide a comprehensive analysis of the implementation of Pancasila learning with the goal of improving critical thinking skills through the application of the six thinking hats model. The research adopts a descriptive approach utilizing qualitative methods. The study was conducted at the Faculty of Engineering, Universitas Negeri Yogyakarta. The participants were selected using purposive techniques based on specific criteria and considerations to ensure the collection of targeted information. Specifically, the research focused on students enrolled in the Manufacturing Engineering Class D. Data collection for this study involved the use of observation, interviews, and documentation techniques. To ensure data validity, triangulation techniques were employed by the researchers. Data analysis followed an interactive model based on the framework developed by Miles and Huberman, encompassing data reduction, data presentation, and conclusion drawing. The six thinking hats learning model significantly improved students' critical thinking skills and character values. This approach enables students to approach problems from multiple perspectives, becoming more responsive to social issues and navigating real-world challenges. These fosters heightened awareness of societal matters, enabling students to contribute meaningfully to social progress.

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Section: J Edu and Learnmentioning

confidence: 99%

Strengthening the critical thinking skill through the six-hat thinking model in pancasila education

Oktaviani,

Aulia,

Murdiono

et al. 2024

EduLearn

View full text Add to dashboard Cite

show abstract

“…For example, the use of ICT offers students access to more information and elaborate their arguments in full (Akpınar et al, 2014). Lin used ICT to enable students with different argumentation positions to share ideas with each other online (Y.-R. Lin, 2019). ICT is also used to offer students scaffolds in the process of argumentation, such as using question prompts for specific argument elements (Tsai & Tsai, 2013), or offering Toulmin's argumentation pattern (TAP)-based writing framework (Scheuer et al, 2014).…”

Section: Argumentation In Science Educationmentioning

confidence: 99%

“…It is worthwhile to examine the differences in students' argumentation competencies when arguing with adversarial thinking or parallel thinking. For example, Lin (2019) found that when students argue either in the OA condition or in the OM condition, they tend to try to persuade each other rather than reach a consensus. In other words, both OA and OM adhere to adversarial thinking rather than parallel thinking.…”

Section: Task Design In Collaborative Argumentationmentioning

confidence: 99%

“…Moreover, the thinking theory sheds light on how students' initial stances influence their argumentation performances. It is found that initial stances or goals for students during an argumentative activity might affect their argumentation performances (Andriessen & Baker, 2014;Garcia-Mila et al, 2013;Lin, 2019). However, there are contradictory findings regarding the effects of different stances on students' collaborative argumentation performances (Felton et al, 2015;Garcia-Mila et al, 2013;Lin, 2019;Nielsen, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…It is found that initial stances or goals for students during an argumentative activity might affect their argumentation performances (Andriessen & Baker, 2014;Garcia-Mila et al, 2013;Lin, 2019). However, there are contradictory findings regarding the effects of different stances on students' collaborative argumentation performances (Felton et al, 2015;Garcia-Mila et al, 2013;Lin, 2019;Nielsen, 2012). de Bono (2016) explains that the initial stance of the argumentation determines the thinking direction on the topic and different combinations of thinking directions will produce different effects.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Pre-setting Stances for Students During Collaborative Argumentation: Parallel Thinking Versus Adversarial Thinking

et al. 2021

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Though we have advocated explicit argumentation instruction in science classes for decades, daily instructions are still found insufficient in improving students' argumentation competence. It is therefore important to explore effective instructional strategies through classroom research. This paper compares instructional strategies for classroom argumentation. We report on a quasi-experiment conducted with tenth-grade students (n = 92) that compares adversarial and parallel argumentation designs for the topic genetic inheritance, an inquiry-based socio-scientific issue (SSI) unit. The instruction was conducted through the online platform, Web-based Inquiry Science Environment (WISE). In the parallel design, student dyads were assigned to the same initial stances and were asked to change to multiple perspectives together, while in the adversarial design, students were assigned to opposite stances, and a debate was launched between the two sides. Students' overall argumentation performance improved significantly in both cases, yet the progress was greater in terms of counterarguments for students in the parallel design. Such findings highlight the value of parallel thinking in developing students' argumentation competence, especially in producing counterarguments. Suggestions on instructional design for scientific argumentation activities are proposed accordingly.

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Teaching Socioscientific Issues: A Systematic Review

Högström,

Gericke,

Wallin

et al. 2024

Sci & Educ

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To provide a comprehensive picture of socioscientific issues (SSI) pedagogy in primary and secondary school contexts, we present a systematic review of research on how SSI in science education practice is characterized in studies of teaching and learning from 1997 to 2021. The review addresses the identified need for guidance on SSI teaching as experienced by practicing teachers. The aim of the study is to define and describe how SSI as a pedagogical approach is characterized in studies of teaching and learning in science education research. From a sample of 5183 peer-reviewed articles, 157 were selected for the data extraction and systematic review process. The result is structured around teaching objectives, teaching topics, and teaching methods. Our findings show that much of the research revolves around the development of students’ higher-order thinking skills and science content knowledge. The topics identified fall mainly within two themes: the environment and sustainable development, and health and technology. Group discussions stand out as the primary teaching method. The findings are discussed in the light of previous reviews, and recommendations for future research are suggested.

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Student positions and web-based argumentation with the support of the six thinking hats

Cited by 14 publications

References 54 publications

Strengthening the critical thinking skill through the six-hat thinking model in pancasila education

Strengthening the critical thinking skill through the six-hat thinking model in pancasila education

Pre-setting Stances for Students During Collaborative Argumentation: Parallel Thinking Versus Adversarial Thinking

Teaching Socioscientific Issues: A Systematic Review

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