Civic Argumentation in the Economic Domain: Examining Upper High School Students' Arguments on Socio-Economic Problems in a Performance Test by Applying a Domain-Specific Analytical Framework

Autor/inn/en	Ackermann, Nicole; Kavadarli, Bengü
Titel	Civic Argumentation in the Economic Domain: Examining Upper High School Students' Arguments on Socio-Economic Problems in a Performance Test by Applying a Domain-Specific Analytical Framework
Quelle	In: Citizenship, Social and Economics Education, 21 (2022) 1, S.22-42 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ackermann, Nicole)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8047
DOI	10.1177/20471734211050283
Schlagwörter	Foreign Countries; Civics; Persuasive Discourse; Social Problems; Science and Society; High School Students; Economics Education; Writing (Composition); Essays; Knowledge Level; Logical Thinking; Switzerland + Suchen Sie Ihr Suchwort? Ausland; Staatsbürgerkunde; Persuasion; Persuasive Kommunikation; Social problem; Soziales Problem; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wirtschaftskunde; Schreibübung; Essay; Aufsatzunterricht; Wissensbasis; Schweiz
Abstract	Civic argumentation refers to societal problems that may affect various scientific disciplines. Societal problems are complex and their possible solutions controversial. Making informed and reasoned decisions on these problems requires domain-specific content knowledge and domain-specific argumentation skills. This study addresses argumentation on societal problems in the economic domain. It examines 159 high school students' written arguments on two socio-economic problems in a performance test by applying a domain-specific analytical framework with quality criteria for argument structure and content and by using qualitative content analysis, cluster analysis and variance analysis. Our findings show that students' argument structure did not substantially vary between the two test tasks, but their argument content did. Students tended to generate arguments with justifications that supported their own position, but seldom with justifications that qualified it. Of all arguments, a quarter were fully accurate, about half referred to scientific concepts and half included multiple perspectives. We identified three distinctive argument profiles regarding structure and content of argument quality. Moreover, the argument profile is a distinctive factor for students' content knowledge. Our study gives insights into students' written argumentation skills and content knowledge on socio-economic problems and offers a promising analytical framework for future research in this domain. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01