Those with no experience constructed better arguments than those who did not 

Pre-service Teachers’ Experiences

Pre-service teachers who used cognitive tool (Shimo) performed significantly better in constructing arguments than the pre-service teachers who used Visual Concept map (ProcessOn)

Pre-service Teachers’ Learning/ Constructing Arguments

Pre-service teachers reported that they prefer and are more willing to collaborate and use concept maps over text-based cognitive tools because concept mapping is capable of presenting their thought process

Pre-service Teachers’ Preferences

- Kay and Klestskin’s multimedia learning resources (5-point Likert scale was used)
Usefulness
Ease of use
Helpfulness on collaboration 
Willingness to use  


Claremont Graduate University

Texted-based Online Visual Cognitive Tools (Shimo) allows collectively adding linear texts and tables (similar to google docs/ slides/ excel)

Cognitive tool (1) in "Text-Based Cognitive Tool Vs Concept Maps"

- Texted-based Online Visual Cognitive Tools (Shimo)
allows collectively adding linear texts and tables (similar to google docs/ slides/ excel)
- Visual Concept Map (ProcessOn)
allows collectively adding graphic models that form a concept in showing the users thought process


Cognitive tool (2) in "Text-Based Cognitive Tool Vs Concept Maps"

Su, G., &amp; Long, T. (2021). Is the text-based cognitive tool more effective than the concept map on improving the pre-service teachers’ argumentation skills? Thinking Skills and Creativity, 41, 100862. https://doi.org/10.1016/j.tsc.2021.100862 

Is the text-based cognitive tool more effective than the concept map on improving the pre-service teachers’ argumentation skills?

- Toulmin’s argumentation model
Measures five variables: 
Claim 
Warrant 
Evidence
Counter-reasoning
Rebuttal
- Inter-rater reliability was determined by having two researchers who graduated with a science education background and experience in argument constructions 

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