Developing epistemological understanding in scientific and social domains through argumentation.

Autor/in	Iordanou, Kalypso
Titel	Developing epistemological understanding in scientific and social domains through argumentation.
Quelle	In: Zeitschrift für pädagogische Psychologie, 30 (2016) 2-3, S. 109-119Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1010-0652; 1664-2910
DOI	10.1024/1010-0652/a000172
Schlagwörter	Wissen; Einstellung (Psy); Kognition; Metakognition; Auseinandersetzung; Verständnis
Abstract	Examined whether engagement in an argument-based intervention can support the development of evaluativist epistemological understanding. To this end, 44 students in 6th grade were randomly assigned to one of two intervention conditions - focusing on either a social or science topic - and their epistemological understanding was assessed before and after the intervention using both a social and a science topic. Students' views about their own and scientists' processes of knowing were also assessed. Results show that engagement in dialogic argumentative activities supported the development of more evaluativist domain-specific epistemological understanding. Further qualitative analysis showed domain differences in how participants valued evidence in the process of knowing, supporting the view that there are different challenges in the development of epistemological understanding across domains. It is concluded that the findings have important educational implications and it is suggested that engagement in argumentative activities is a promising pathway for supporting the development of epistemological understanding. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2017/2