What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education

Autor/inn/en	Rapanta, Chrysi; Garcia-Mila, Merce; Gilabert, Sandra
Titel	What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education
Quelle	In: Review of Educational Research, 83 (2013) 4, S.483-520 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654313487606
Schlagwörter	Persuasive Discourse; Competence; Literature Reviews; Metacognition; Epistemology; Definitions; Skills; Discourse Analysis; Evaluation Criteria; Evaluation Methods; Scaffolding (Teaching Technique); Participant Characteristics; Predictor Variables; Influences; Elementary Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Kompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Erkenntnistheorie; Begriffsbestimmung; Skill; Fertigkeit; Diskursanalyse; Prädiktor; Influence; Einfluss; Einflussfaktor; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The need to enhance argument skills through education has become increasingly evident during the past 20 years. This need has resulted in an ongoing discussion that focuses on students' and teachers' argumentation and its support. However, apart from the extended competence-based discourse, no clear and homogeneous definition exists for argumentative competence and its constituent skills. To respond to this deficiency, we conducted an integrative literature review focusing on the methods of argument analysis and assessment that have been proposed thus far in the field of education. Specifically, we constructed an interpretative framework to organize the information contained in 97 reviewed studies in a coherent and meaningful way. The main result of the framework's application is the emergence of three levels of argumentative competence: metacognitive, metastrategic, and epistemological competence. We consider this result the beginning of further research on the psycho-pedagogical nature of argument skills and their manifestation as competent performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10