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Is the Text-Based Cognitive Tool More Effective Than the Concept Map on Improving the Pre-Service Teachers’ Argumentation Skills?

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成果类型:
期刊论文
作者:
Su, Guo;Long, Taotao*
通讯作者:
Long, Taotao
作者机构:
[Long, Taotao; Su, Guo] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.
通讯机构:
[Long, Taotao] C
Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.
语种:
英文
关键词:
Argumentation skills;cognitive tools;pre-service teachers
期刊:
Thinking Skills and Creativity
ISSN:
1871-1871
年:
2021
卷:
41
页码:
100862
机构署名:
本校为第一且通讯机构
院系归属:
教育信息技术学院
摘要:
How to improve pre-service teachers’ argumentation skills has been receiving more and more attention from teacher educators. Visual cognitive tool refers to tools which users can learn with and creatively use to construct knowledge online. Current research revealed that it could help to improve learners’ higher-order thinking skills. This experimental study aimed to investigate the effect of two kinds of cognitive tools, the text-based online visual cognitive tool and the visual concept map, on improving the pre-service teachers’ skills on c...

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