Considering Students' Epistemic Beliefs to Facilitate Their Argumentative Discourse and Attitudinal Change with a Digital Dialogue Game

Autor/in	Noroozi, Omid
Titel	Considering Students' Epistemic Beliefs to Facilitate Their Argumentative Discourse and Attitudinal Change with a Digital Dialogue Game
Quelle	In: Innovations in Education and Teaching International, 55 (2018) 3, S.357-365 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2016.1208112
Schlagwörter	Attitude Change; Student Attitudes; Epistemology; Higher Education; Persuasive Discourse; Dialogs (Language); Educational Games; Controversial Issues (Course Content); Environmental Education; Graduate Students; Undergraduate Students; Foreign Countries; Teaching Methods; Content Analysis; Pretests Posttests; Statistical Analysis; Multivariate Analysis; Netherlands + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Schülerverhalten; Erkenntnistheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Persuasion; Persuasive Kommunikation; Dialog; Dialogs; Dialogue; Dialogues; Educational game; Lernspiel; Controversial issues; Kontroverse; Umweltbildung; Umwelterziehung; Umweltpädagogik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Inhaltsanalyse; Statistische Analyse; Multivariate Analyse; Niederlande
Abstract	This study explores whether and how higher education students with various epistemic beliefs engage in argumentative discourse and shift their attitude within a digital dialogue game. Students were assigned to groups of four or five and asked to argue and explore various perspectives of four controversial issues of environmental education in four consecutive weeks that each lasted 90 min. The results showed the digital dialogue game can guide students towards a desired mode of interaction and argumentative discourse. Students' epistemic beliefs were seen to be an important factor for their attitudinal change. Furthermore, students' epistemic beliefs contributed to their style and frequency of particular types of argumentative discourse. Multiplists engaged in argumentative discourse activities differently than Evaluativists during the argumentative discourse. Explanations for these results, implications, limitations and suggestions for future work are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01