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.

这项研究的目的有两个：调查 (a) 计算机辅助论证映射实践在促进职前教师学习和解决问题技能的自我调节方面的潜力；(b) 这两种高阶思维技能之间的联系。为了实现这一目标，采用了带有对照组的前测后测准实验设计。在土耳其一所中型大学的幼儿教育系注册的 60 名职前教师被分配到两个组中的一个：计算机辅助参数映射组或对照组。在为期 14 周的干预期前后，使用问题解决清单和在线自我调节学习量表作为数据收集工具。通过使用多变量方差分析来分析统计显着性。结果表明，实验组学生在职前教师的学习自我调节和解决问题能力方面取得了统计学上的显着进步，在实验组中，在课程主题被引入后，计算机辅助参数映射实践被用作家庭作业。教师与对照组中未从事任何计算机辅助论证作业的职前教师相比。实验证据进一步支持学习技能的自我调节与解决问题的技能显着正相关。