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The Impact of Argument-Based Learning Environments on Early Learners' Multimodal Representations.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Impact of Argument-Based Learning Environments on Early Learners' Multimodal Representations./
作者:	Neal, Ted A.
面頁冊數:	1 online resource (144 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Science education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355108675

The Impact of Argument-Based Learning Environments on Early Learners' Multimodal Representations.
Neal, Ted A.

The Impact of Argument-Based Learning Environments on Early Learners' Multimodal Representations. - 1 online resource (144 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)--The University of Iowa, 2017.

Includes bibliographical references

The purpose of this study was to examine the impact of an immersive argument based learning environment on students' multimodal competencies. The objective was to study the impact on students learning as they engage in an ABI classroom, centered on the SWH approach, when compared to students in traditional classrooms. Summary writing samples were collected and coded for informational text features which allowed us to understand cohesion with the learners. Additionally, we were able to study these impacts longitudinally, measuring teacher experience and student exposure to this learning environment. Studies of this nature have been done but only with upper grades, never had it been done with early learners, kindergarten through second grade.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355108675Subjects--Topical Terms:

1151737
Science education.
Index Terms--Genre/Form:

554714
Electronic books.

The Impact of Argument-Based Learning Environments on Early Learners' Multimodal Representations.
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500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Advisers: Deborah Nichols; Brian Hand.
502 $a Thesis (Ph.D.)--The University of Iowa, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this study was to examine the impact of an immersive argument based learning environment on students' multimodal competencies. The objective was to study the impact on students learning as they engage in an ABI classroom, centered on the SWH approach, when compared to students in traditional classrooms. Summary writing samples were collected and coded for informational text features which allowed us to understand cohesion with the learners. Additionally, we were able to study these impacts longitudinally, measuring teacher experience and student exposure to this learning environment. Studies of this nature have been done but only with upper grades, never had it been done with early learners, kindergarten through second grade.
520 $a These summary writing samples were collected and analyzed in two different groups, the first containing 601 samples and the second 760 samples. A factor analysis was performed to examine the internal structure of the features, resulting in the creation of 3 factors: illustrations, text signals and organizers, and graphics. This allowed us to measure acceleration of the learners multimodal skills and the cohesion related to experience, both of classroom and teacher experience. The results of this study have shown that we are able to significantly impact students rate of usage of informational text features by altering the learning environment. We are able to demonstrate significant rates of growth in usage of higher order skills and cohesion amongst science concepts. This is important as we look to find ways to close achievement gaps, increase interest in science, and help students become more effective learners. The results show great promise for immersive ABI as a means to engage young learners in rigorous, valuable learning experiences.
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650 4 $a Early childhood education. $3 557157
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