Unfolding the potential of computer-assisted argument mapping practices for promoting self-regulation of learning and problem-solving skills of pre-service teachers and their relationship

Abstract

The aim of this research is two-fold: to investigate (a) the potential of computer-assisted argument mapping practices for promoting pre-service teachers' self-regulation of learning and problem-solving skills; and (b) the link between these two higher-order thinking skills. To address this aim, a pre-test post-test quasi-experimental design with a control group was adopted. Sixty pre-service teachers enrolled in an early childhood education department at a middle-sized university in Turkey were allocated to one of two groups: A computer-assisted argument mapping group or a control group. A problem-solving inventory and an online self-regulation of learning scale were used as data collection instruments, before and after a 14-week intervention period. Statistical significance was analyzed by using a multivariate analysis of variance. The results depicted statistically significant progress in pre-service teachers’ self-regulation of learning and problem-solving skills of the students in the experimental group where computer-assisted argument mapping practices were used as homework assignments after the topics of the course were introduced by the instructor as compared to pre-service teachers in the control group who did not engage in any computer-assisted argument-based assignments. Experimental evidence further supported that self-regulation of learning skills are significantly positively correlated with problem-solving skills. This study advances our knowledge of engaging in computer-assisted argument mapping practices by using a free software tool (ARTOO) to be an appropriate course of action to encourage pre-service teachers to regulate their learning experiences and problem-solving processes.