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1.
Kuhn D  Udell W 《Child development》2003,74(5):1245-1260
This work sought to obtain experimental evidence to corroborate cross-sectional patterns of development in argument skills and to evaluate the effectiveness of an intervention designed to foster development of these skills in academically at-risk 13- to 14-year-olds. Students participated in 16 sessions of a collaborative, goal-based activity providing dense exercise of argumentive thinking. One condition included peer dialogues; another did not. The former was the more effective, although both groups progressed. Participants showed increased frequency of usage of powerful argumentive discourse strategies, such as counterargument, and decreased frequency of less effective strategies. Quality of individual arguments (for or against a claim) also improved, supporting the existence of a close relation between these two kinds of argument skills.  相似文献   

2.
This study examines the effect of goal instructions on students’ reasoning and argumentation in an interactive context (discussing a topic on-line). Goal instructions specify the goal of a discussion. General goals (to persuade or explore) were crossed with specific goals (to generate reasons or counterarguments/rebuttals) in a 3 × 3 randomized design using 224 undergraduates. The design also controlled for need for cognition, which measures dispositions to think. The goal instruction to “generate as many reasons as possible” resulted in deeper, more contingent arguments, closer to Mercer’s (1996) notion of exploratory talk, whereas the persuade goal resulted in arguments that were more adversarial and somewhat better supported. The other goals had less dramatic effects. Need for cognition also predicted total argument claims and depth. These findings have important implications for building richer interactive discussions that promote the integration of ideas.  相似文献   

3.
This study investigated preservice elementary science teachers’ (PSTs) informal reasoning regarding socioscientific issues (SSI), their epistemological beliefs, and the relationship between informal reasoning and epistemological beliefs. From several SSIs, nuclear power usage was selected for this study. A total of 647 Turkish PSTs enrolled in three large universities in Turkey completed the open-ended questionnaire, which assessed the participants’ informal reasoning about the target SSI, and Schommer’s (1990) Epistemological Questionnaire. The participants’ epistemological beliefs were assessed quantitatively and their informal reasoning was assessed both qualitatively and quantitatively. The findings revealed that PSTs preferred to generate evidence-based arguments rather than intuitive-based arguments; however, they failed to generate quality evidence and present different types of evidence to support their claims. Furthermore, among the reasoning quality indicators, PSTs mostly generated supportive argument construction. Regarding the use of reasoning modes, types of risk arguments and political-oriented arguments emerged as the new reasoning modes. The study demonstrated that the PSTs had different epistemological beliefs in terms of innate ability, omniscient authority, certain knowledge, and quick learning. Correlational analyses revealed that there was a strong negative correlation between the PSTs’ certain knowledge and counterargument construction, and there were negative correlations between the PSTs’ innate ability, certain knowledge, and quick learning dimensions of epistemological beliefs and their total argument construction. This study has implications for both science teacher education and the practice of science education. For example, PST teacher education programs should give sufficient importance to training teachers that are skillful and knowledgeable regarding SSIs. To achieve this, specific SSI-related courses should form part of science teacher education programs.  相似文献   

4.
The study investigated the relationship of high school students' understandings about nature of science (NOS) aspects and their argumentation skills in relation to two controversial socioscientific issues. The study was conducted in five schools selected from different geographical areas in Beirut, Lebanon. Participants were 219 grade 11 students. Students in all the schools were administered a survey that consisted of two scenarios that addressed the controversial socioscientific issues about genetically modified food and water fluoridation. The two scenarios were followed by questions relating to argumentation and NOS. The study used a mixed methods approach where quantitative and qualitative measures were employed. Analysis involved participants' views of the target NOS aspects (subjective, tentative, and empirical) and their argumentation components (argument, counterargument, and rebuttal). The Pearson analyses showed strong correlations between the counterargument, compared to argument and rebuttal, and the three NOS aspects. Further, the chi‐square analyses showed significant differences in participants' argumentation skills and NOS understandings between the two scenarios. Qualitative data from questionnaires and interviews further confirmed these findings. Two central implications for the teaching of NOS and argumentation skills were discussed in terms of highlighting the role of counterarguments and considering contextual factors that involve issue exposure and familiarity, prior content knowledge, and personal relevance. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 489–514, 2012  相似文献   

5.
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6.
The development of argumentative writing is studied here by examining the structural organization of argumentative texts. It is assumed that the ability to construct supporting relationships, that is, a conclusion statement supported by argument statements, is acquired gradually with age. The following stages of acquisition are postulated: (1) a preargumentation stage, where at first no explicit position is stated, and then an explicit position is stated but is not supported by an argument; (2) a minimal argumentation stage, where a position is explicitly taken and supported by one argument; and (3) an elaborated argumentation stage, where at least two unrelated supporting arguments are used, and then two related arguments are used. Two corpora were gathered under similar conditions: collective debate in the classroom, followed by individual essays written on the chosen topic. The first corpus was produced by 147 children aged 7 to 14, and a group of 34 college students. The second corpus included the protocols of 92 children aged 11 to 16 the essays were graded for the presence or absence of each structural level, and then classified at the highest structural level exhibited. The resulting classification largely confirmed the hypothesized order for the stages of argumentative development. The minimal argumentative structure (standpoint + one supporting argument) was mastered by nearly 90% of the 7 and 8 year-olds. The most elaborate structural level in our model (two related arguments) was attained later: less than one out of four 7–8 year olds versus three out of four beyond age 14. Techniques involving more complex argumentative relations such as refutations and counterarguments, or restriction of one argument by another, are mastered even later and seem to be strongly linked to the nature of the issues under debate. Three main conclusions can be drawn from these results: precocious argumentative skills exist in children before age 11 or 12, argumentative discourse complexity continues to increase up to age 14 and beyond, and the characteristics of the referential domain of argumentation have an impact on this structural elaboration process.  相似文献   

7.
Argumentation, and the production of scientific arguments are critical elements of inquiry that are necessary for helping students become scientifically literate through engaging them in constructing and critiquing ideas. This case study employed a mixed methods research design to examine the development in 5th grade students’ practices of oral and written argumentation from one unit to another over 16 weeks utilizing the science writing heuristic approach. Data sources included five rounds of whole-class discussion focused on group presentations of arguments that occurred over eleven class periods; students’ group writings; interviews with six target students and the teacher; and the researcher’s field notes. The results revealed five salient trends in students’ development of oral and written argumentative practices over time: (1) Students came to use more critique components as they participated in more rounds of whole-class discussion focused on group presentations of arguments; (2) by challenging each other’s arguments, students came to focus on the coherence of the argument and the quality of evidence; (3) students came to use evidence to defend, support, and reject arguments; (4) the quality of students’ writing continuously improved over time; and (5) students connected oral argument skills to written argument skills as they had opportunities to revise their writing after debating and developed awareness of the usefulness of critique from peers. Given the development in oral argumentative practices and the quality of written arguments over time, this study indicates that students’ development of oral and written argumentative practices is positively related to each other. This study suggests that argumentative practices should be framed through both a social and epistemic understanding of argument-utilizing talk and writing as vehicles to create norms of these complex practices.  相似文献   

8.
The present research investigated whether laypeople are inclined to rely on their own evaluations of the acceptability of scientific claims despite their knowledge limitations. Specifically, we tested whether laypeople are more prone to discount their actual dependence on expert knowledge when they are presented with simplified science texts. In two experiments, participants read scientific arguments that varied in comprehensibility and type of argument support and therefore in apparent easiness. We assessed participants’ inclination to rely on their own evaluation rather than deferring to expert advice when judging argument persuasiveness. The results showed that laypeople were more strongly persuaded by apparently easy arguments than by difficult ones. Furthermore, they were more confident in their own evaluation of the information and less inclined to turn to an expert for decision-making support after reading easy compared to difficult arguments.  相似文献   

9.
Editorial     
Purpose: The purpose of this study was to assess the quality of scientific arguments developed by pre-service physics teachers.

Sample: The participants were 171 pre-service physics teachers recruited from two universities: 86 from University A and 85 from University B.

Design and method: Participants were prompted to develop a written argument to either support or challenge the Turkish government’s decision to invest in nuclear power plants. Data consist of written arguments developed by the participants and information on participants’ knowledge of the topic, their confidence in their knowledge and the source of their knowledge related to the topic. Data were analyzed using the CER framework.

Results: The results show that participants did not perform at the expected level. The majority of students failed to develop strong scientific arguments. While almost all of the participants provided evidence to justify their claims, they failed to effectively coordinate evidence, claim and theory to develop an argument. Students struggled the most in the warrant/reasoning category of the CER framework. We also identified several misconceptions that students held related to nuclear power plants.

Conclusions: In our discussion we problematize college science teaching and advocate integration of instructional strategies such as argumentation that can effectively engage students in construction, evaluation and justification of knowledge.  相似文献   

10.
A critical component of science is the role of inquiry and argument in moving scientific knowledge forward. However, while students are expected to engage in inquiry activities in science classrooms, there is not always a similar emphasis on the role of argument within the inquiry activities. Building from previous studies on the Science Writing Heuristic (SWH), we were keen to find out if the writing structure used in the SWH approach helped students in Year 5, 7, and 10 to create well constructed arguments. We were also interested in examining which argument components were important for the quality of arguments generated by these students. Two hundred and ninety six writing samples were scored using an analysis framework to evaluate the quality of arguments. Step-wise multiple regression analyses were conducted to determine important argument components. The results of this study suggest that the SWH approach is useful in assisting students to develop reasonable arguments. The critical element determining the quality of the arguments is the relationship between the student’s written claims and his or her evidence.  相似文献   

11.
Solving complex, ill-structured problems may be effectively supported by case-based reasoning through case libraries that provide just-in-time domain-specific principles in the form of stories. The cases not only articulate previous experiences of practitioners, but also serve as problem-solving narratives from which learners can acquire meaning. The current study investigated the effects of different case-types (success, failures) on analogical transfer to similar problems. In the first week, undergraduate sales management students (N = 36) were assigned to different case library treatments (success, failure) and asked to construct a multifaceted argument (initial argument, counterargument, rebuttal) to resolve an ill-structured, decision-making hiring problem. In the following week, students constructed an argument to solve a novel case without the support of the case library. Data analysis revealed the failure-based case library condition produced significantly higher scores on measurements of counterarguments and holistic argumentation scores on both tasks. A discussion of the implications for pedagogy and instructional design are also presented.  相似文献   

12.
The present article analyzed, how need for cognition (NFC) influences the formation of performance expectancies. When processing information, individuals with lower NFC often rely on salient information and shortcuts compared to individuals higher in NFC. We assume that these preferences of processing will also make individuals low in NFC more responsive to salient achievement-related cues because the processing of salient cues is cognitively less demanding than the processing of non-salient cues. Therefore, individuals lower in NFC should tend to draw wider ranging inferences from salient achievement-related information. In a sample of N = 197 secondary school students, achievement-related feedback (grade on an English examination) affected changes in expectancies in non-corresponding academic subjects (e.g., expectation of final grade in mathematics or history) when NFC was lower, whereas for students with higher NFC, changes in expectancies in non-corresponding academic subjects were not affected.  相似文献   

13.
We designed Knowledge Integration Environment (KIE) debate projects to take advantage of internet resources and promote student understanding of science. Design decisions were guided by the Scaffolded Knowledge Integration instructional framework. We report on design studies that test and elaborate on our instructional framework. Our learning studies assess the arguments students construct using the Knowledge Integration Environment debate project about light propagation and, explore the relationship between students' views of the nature of science and argument construction. We examine how students use evidence, determine when they add further ideas and claims and measure progress in understanding light propagation. To a modeate degree, students' views of the nature of science align with the quality of the arguments.  相似文献   

14.
This longitudinal case study describes the factors that affect an experienced teacher’s attempt to shift her pedagogical practices in order to implement embedded elements of argument into her science classroom. Research data was accumulated over 2 years through video recordings of science classes. The Reformed Teacher Observation Protocol (RTOP) is an instrument designed to quantify changes in classroom environments as related to reform as defined by the National Research Council (National science education standards. Washington, DC: National Academy Press, 1996b) and the National Research Council (Fulfilling the promise: Biology education in the nation’s schools, Washington, DC: National Academy Press, 1990) and was used to analyze videotaped science lessons. Analysis of the data shows that there was a significant shift in the areas of teacher questioning, and student voice. Several levels of subsequent analysis were completed related to teacher questioning and student voice. The data suggests a relationship between these areas and the implementation of scientific argument. Results indicate that the teacher moved from a traditional, teacher-centered, didactic teaching style to instructional practices that allowed the focus and direction of the lesson to be affected by student voice. This was accomplished by a change in teacher questioning that included a shift from factual recall to more divergent questioning patterns allowing for increased student voice. As student voice increased, students began to investigate ideas, make statements or claims and to support these claims with strong evidence. Finally, students were observed refuting claims in the form of rebuttals. This study informs professional development related to experienced teachers in that it highlights pedagogical issues involved in implementing embedded elements of argument in the elementary classroom.  相似文献   

15.

This study investigated whether accessing conflicting claims in other documents by means of hyperlinks embedded within currently read documents may facilitate conflict detection and source-content integration. Norwegian undergraduates (n?=?85) read multiple conflicting documents on a controversial health-related issue, with half of the conflicting claims across documents hyperlinked and the other half not. Moreover, half of the participants were told that they would get more information by clicking on the links (weak prompting condition) while the other half were additionally told that clicking on the links was necessary to get a more complete understanding of the issue (strong prompting condition). Results indicated that the extent to which participants accessed conflicting claims in other documents via the hyperlinks was positively related to their detection of cross-document conflicts as well as their integration of source-content information. A mediational analysis indicated that conflict detection mediated the effect of accessing conflicting claims via the hyperlinks on source-content integration. No relationship was found between the prompting condition and participants’ selection of the hyperlinks. The theoretical significance as well as the practical value of our findings are discussed.

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16.
This study investigated the potential of students' written and oral questions both as an epistemic probe and heuristic for initiating collaborative argumentation in science. Four classes of students, aged 12–14 years from two countries, were asked to discuss which of two graphs best represented the change in temperature as ice was heated to steam. The discussion was initiated by asking questions about the phenomenon. Working in groups (with members who had differing viewpoints) and guided by a set of question prompts, an argument sheet, and an argument diagram, students discussed contrasting arguments. One group of students from each class was audiotaped. The number of questions written, the concepts addressed, and the quality of written arguments were then scored. A positive correlation between these factors was found. Discourse analysis showed that the initial focus on questions prompted students to articulate their puzzlement; make explicit their claims and (mis)conceptions; identify and relate relevant key concepts; construct explanations; and consider alternative propositions when their ideas were challenged. Productive argumentation was characterized by students' questions which focused on key ideas of inquiry, a variety of scientific concepts, and which made explicit reference to the structural components of an argument. These findings suggest that supporting students in productive discourse is aided by scaffolding student questioning, teaching the criteria for a good argument, and providing a structure that helps them to organize and verbalize their arguments. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:883–908, 2010  相似文献   

17.
Because argumentation may promote deeper processing of content, this study examined factors affecting students’ dispositions to engage in argument, specifically epistemological beliefs, need for cognition, and extraversion (assertiveness and warmth). An instrument developed by [Infante and Rancer, 1982] was used to measure dispositions to approach or avoid arguments. Subjects were 238 undergraduates who completed surveys of the relevant constructs. Contrary to expectation that epistemological beliefs would predict the approach component by affecting the perceived usefulness of argumentation, regression analysis indicated that epistemological beliefs instead predicted the avoidance component (as did a desire to maintain warm relationships). Need for cognition predicted the approach component, whereas assertiveness predicted both. The need to better understand why some students avoid arguments is discussed.  相似文献   

18.
Acquisition of an argument structure may be affected by the diversity of lexical types that appear in that structure (Conwell et al., 2011; Yang, 2016). Seventy-two 5- and 6-year-old English-speaking children completed a learning study where they were exposed to a novel argument structure and then tested on their ability to comprehend it. The number of verb types heard in the learning phase did not predict comprehension at test. However, learning with only full noun phrase arguments resulted in lower comprehension of the structure, particularly with pronouns. Hearing pronouns during learning supported comprehension of all argument types at test. These results indicate that pronominal arguments support argument structure learning by providing multiple cues that can facilitate thematic role assignment.  相似文献   

19.
The Responsible Anarchist: Postmodernism and social change   总被引：1，自引：0，他引：1  
In recent years, the adoption of postmodern theoretical perspectives within educational research has prompted strong critical reaction. For some critics (particularly Marxist researchers), the greatest fault of postmodernism is that it lacks an agenda for social change. This paper takes issue with this argument, and with four associated arguments: (1) that postmodernism disempowers those to whom it claims to give voice; (2) that it appeals only to intellectuals and has no practical value; (3) that it denies the possibility of the construction of a new social order; and (4) that it colludes with the status quo in its refusal to act. Addressing each of these points in turn, the author suggests that, contrary to the view of these critics, postmodernism offers a powerful force for social change, through the acceptance of uncertainty, the acknowledgement of diversity and the refusal to see concepts such as 'justice' or 'society' as fixed, or as governed by unassailable 'truths'.  相似文献   

20.
It is argued that abstract cognitive processes entail the processing of relations, which differ from more primitive cognitive processes in being more accessible, more flexible, and less content-specific. A relation is a binding between a relation-symbol or predicate, and one or more arguments. Each argument corresponds to a slot which can be filled in a number of ways, so the relation is independent of specific arguments. The binding of arguments to a relation-symbol means that the relation can be an argument to other relations, and is therefore accessible to other cognitive processes based on relations. It can be shown that the building blocks of cognitive processes, such as propositions, and trees can be expressed as relations. Each argument constitutes a dimension in the space represented by the relation, and the number of arguments provides a metric for conceptual complexity. Neural net modelling shows why relational representations impose a processing load which is a function of the number of dimensions.  相似文献   

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