Training Interventions to Foster Skill and Will of Argumentative Thinking

Autor/inn/en	Hefter, Markus H.; Renkl, Alexander; Riess, Werner; Schmid, Sebastian; Fries, Stefan; Berthold, Kirsten
Titel	Training Interventions to Foster Skill and Will of Argumentative Thinking
Quelle	In: Journal of Experimental Education, 86 (2018) 3, S.325-343 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2017.1363689
Schlagwörter	Persuasive Discourse; Intervention; Thinking Skills; Computer Assisted Instruction; Learning Processes; Outcomes of Education; Experimental Programs; High School Students; Epistemology; Intention; Intellectual Development; Pretests Posttests; Control Groups; Experimental Groups; Foreign Countries; Statistical Analysis; Qualitative Research; Germany + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Denkfähigkeit; Computer based training; Computerunterstützter Unterricht; Learning process; Lernprozess; Lernleistung; Schulerfolg; Erprobungsprogramm; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Erkenntnistheorie; Mental development; Geistige Entwicklung; Ausland; Statistische Analyse; Qualitative Forschung; Deutschland
Abstract	Argumentative thinking requires not only the "skill" to apply argumentative strategies such as supporting theories with evidence but also the "will" to apply these strategies by considering argumentative thinking to be both reasonable and worthwhile. Focusing on direct instruction for the initial acquisition of both skill and will, we developed a new short-term computer-based training intervention. We tested its effects on learning processes and learning outcomes in an experimental study with 147 German high school students. Our intervention fostered facets of both skill (i.e. a declarative knowledge about argumentation) and will (i.e., epistemic orientation, intellectual values, and epistemic knowledge). We gained additional insights into learning mechanisms, such as the mediating effects of the learners' self-explanation activities and the advantage of addressing will before skill. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01