Journal of Science Education and Technology

, Volume 21, Issue 4, pp 476–486

Using the Cognitive Apprenticeship Web-based Argumentation System to Improve Argumentation Instruction

  • Chun-Yen Tsai
  • Brady Michael Jack
  • Tai-Chu Huang
  • Jin-Tan Yang

DOI: 10.1007/s10956-011-9339-7

Cite this article as:
Tsai, CY., Jack, B.M., Huang, TC. et al. J Sci Educ Technol (2012) 21: 476. doi:10.1007/s10956-011-9339-7


This study investigated how the instruction of argumentation skills could be promoted by using an online argumentation system. This system entitled ‘Cognitive Apprenticeship Web-based Argumentation’ (CAWA) system was based on cognitive apprenticeship model. One hundred eighty-nine fifth grade students took part in this study. A quasi-experimental design was adopted and qualitative and quantitative analyses were used to evaluate the effectiveness of this online system in measuring students’ progress in learning argumentation. The results of this study showed that different teaching strategies had effects on students’ use of argumentation in the topics of daily life and the concept of ‘vision.’ When the CAWA system was employed during the instruction and practice of argumentation on these two topics, the students’ argumentation performance improved. Suggestions on how the CAWA system could be used to enhance the instruction of argumentation skills in science education were also discussed.


Argumentation Cognitive apprenticeship Toulmin Argument Pattern Web-based system 

Copyright information

© Springer Science+Business Media, LLC 2011

Authors and Affiliations

  • Chun-Yen Tsai
    • 1
  • Brady Michael Jack
    • 2
  • Tai-Chu Huang
    • 3
  • Jin-Tan Yang
    • 4
  1. 1.Cheng Shiu UniversityKaohsiung CityTaiwan
  2. 2.Wenzao Ursuline College of LanguagesKaohsiung CityTaiwan
  3. 3.National Sun Yat-sen UniversityKaohsiung CityTaiwan
  4. 4.Ming Chuan UniversityTaoyuan CountyTaiwan

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