Effects of a Training Intervention to Foster Argumentation Skills While Processing Conflicting Scientific Positions

Autor/inn/en	Hefter, Markus H.; Berthold, Kirsten; Renkl, Alexander; Riess, Werner; Schmid, Sebastian; Fries, Stefan
Titel	Effects of a Training Intervention to Foster Argumentation Skills While Processing Conflicting Scientific Positions
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 42 (2014) 6, S.929-947 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-014-9320-y
Schlagwörter	Science Education; Persuasive Discourse; Training; Intervention; Ecology; Sustainable Development; Teaching Methods; Evaluative Thinking; Control Groups + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Persuasion; Persuasive Kommunikation; Ausbildung; Ökologie; Nachhaltige Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology, argumentation skills such as evaluating arguments or supporting theories with evidence are beneficial for developing deep understanding and well-grounded conclusions. We developed a 50-min training intervention to foster argumentation skills in the domain of ecology on topics related to sustainable development and analyzed its effects in a control-group design: (a) training intervention to foster argumentation skills (n = 41), (b) no such training intervention (n = 42). Results showed that this short-term training intervention successfully fostered three components of argumentation skills (i.e., evaluative knowledge, generative knowledge, and argument quality) and declarative knowledge about argumentation. The positive effect on declarative knowledge was stable 1 week after the training and it was mediated by learning processes during the training intervention: self-explaining the principles of argumentation underlying the video-based examples mediated the effect on declarative knowledge 1 week after the training. In short, the training intervention is an effective instructional method to enhance argumentation skills as well as declarative knowledge about argumentation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10