Developing Norms of Argumentation: Metacognitive, Epistemological, and Social Dimensions of Developing Argumentive Competence

Autor/inn/en	Kuhn, Deanna; Zillmer, Nicole; Crowell, Amanda; Zavala, Julia
Titel	Developing Norms of Argumentation: Metacognitive, Epistemological, and Social Dimensions of Developing Argumentive Competence
Quelle	In: Cognition and Instruction, 31 (2013) 4, S.456-496 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2013.830618
Schlagwörter	Persuasive Discourse; Metacognition; Peer Relationship; Early Adolescents; Discourse Analysis; Social Behavior; Epistemology; Middle School Students; Longitudinal Studies; Intervention; Teaching Methods; Metropolitan Areas; Educational Games; Reflection; Scoring; Coding; Task Analysis; Evidence; Generalization; Content Analysis; Group Dynamics; New York + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Peer-Beziehungen; Diskursanalyse; Social behaviour; Soziales Verhalten; Erkenntnistheorie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Ballungsraum; Educational game; Lernspiel; Bewertung; Codierung; Programmierung; Aufgabenanalyse; Evidenz; Inhaltsanalyse; Gruppendynamik
Abstract	We examine how extended engagement in argumentation with peers leads to enhanced metalevel understanding of argumentive discourse. Following such engagement, young adolescents demonstrated enhanced understanding of counterargument and use of evidence as objectives of skilled argumentation, relative to a nonparticipating comparison group. Among the participating group, analysis of metatalk (talk about the discourse, distinguished from talk about the topic) during electronic peer dialogs proved revealing regarding participants' evolving awareness of and adherence to discourse norms. Metatalk became more reciprocal and sustained with time and revealed an increasing focus on the argumentation process and engagement in talk that seeks to direct it. Implications are considered for understanding and studying argumentation as a social practice that encompasses not only individual skills but also the less visible norms that govern it and that members of a social group come to share. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10