It Takes Two to Tango: How Scientific Reasoning and Self-Regulation Processes Impact Argumentation Quality

Autor/inn/en	Omarchevska, Yoana; Lachner, Andreas; Richter, Juliane; Scheiter, Katharina
Titel	It Takes Two to Tango: How Scientific Reasoning and Self-Regulation Processes Impact Argumentation Quality
Quelle	In: Journal of the Learning Sciences, 31 (2022) 2, S.237-277 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Omarchevska, Yoana) ORCID (Lachner, Andreas) ORCID (Richter, Juliane) ORCID (Scheiter, Katharina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2021.1966633
Schlagwörter	Thinking Skills; Science Process Skills; Scientific Attitudes; Sciences; Self Control; Persuasive Discourse; Inquiry; Learning; Undergraduate Students; Foreign Countries; Cognitive Processes; Germany + Suchen Sie Ihr Suchwort? Denkfähigkeit; Science; Wissenschaft; Selbstbeherrschung; Persuasion; Persuasive Kommunikation; Lernen; Ausland; Cognitive process; Kognitiver Prozess; Deutschland
Abstract	Background Improving scientific reasoning and argumentation are central aims of science education. Because of their complex nature, self-regulation is important for successful scientific reasoning. This study provides a first attempt to investigate how scientific reasoning and self-regulation processes conjointly impact argumentation quality. Methods: In a study with university students (N = 30), we used fine-grained process data of scientific reasoning and self-regulation during inquiry learning to investigate how the co-occurrences between scientific reasoning and self-regulation processes are associated with argumentation quality. Findings: When modeling the co-occurrence of scientific reasoning and self-regulation processes using epistemic network analysis, differences between students showing either high or low argumentation quality become apparent. Students who showed high argumentation quality engaged in different scientific reasoning processes together more often than students with low argumentation quality, and they made more connections between self-regulation and scientific reasoning processes. Contribution: These findings offer educational implications for teaching scientific reasoning. Integrating self-regulation and scientific reasoning during instruction could be beneficial for improving scientific reasoning and argumentation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01