Effects of Critical Discussions on Middle School Students' Written Historical Arguments

Autor/inn/en	Wissinger, Daniel R.; De La Paz, Susan
Titel	Effects of Critical Discussions on Middle School Students' Written Historical Arguments
Quelle	In: Journal of Educational Psychology, 108 (2016) 1, S.43-59 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000043
Schlagwörter	Middle School Students; Writing Assignments; History; Controversial Issues (Course Content); Persuasive Discourse; Writing (Composition); Reading Comprehension; Writing Skills; Grade 6; Grade 7; Hypothesis Testing; Educational Experiments; Pretests Posttests; Experimental Groups; Control Groups; Essay Tests; Writing Tests; Achievement Tests; Writing Evaluation; Thinking Skills; Scores; Statistical Analysis; Heuristics; Graduate Management Admission Test; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Geschichte; Geschichtsdarstellung; Controversial issues; Kontroverse; Persuasion; Persuasive Kommunikation; Schreibübung; Leseverstehen; Writing skill; Schreibfertigkeit; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Hypothesenprüfung; Hypothesentest; Schulversuch; Schriftlicher Sprachgebrauch; Writing test; Schreibtest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Denkfähigkeit; Statistische Analyse; Heuristik; WIAT; Eignungsprüfung; Eignungstest
Abstract	In this experimental study, 151 middle school students explored 3 historical controversies, first reading and discussing primary source documents in groups, then writing arguments on their own. Students were either randomly assigned to an experimental condition, using argumentative schemes and critical questions as guides during discussions, or to a comparison condition in which a traditional set of questions was used to guide discussions. Students in both conditions read the same historical controversies and used the same text structure heuristic to better compare reading and writing outcomes after students participated in discussion. The findings after instruction indicate comparable reading comprehension and comparable composing skill on general writing measures across conditions. Importantly, the findings also indicate disciplinary benefits for students in the experimental condition in terms of their ability to learn historical content and regarding the quality of students' historical reasoning in their written arguments. Argument schemes and critical questions appeared particularly helpful in facilitating students' substantiation of claims and development of rebuttals. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01