Supporting strategic and meta-strategic development of argument skill: the role of reflection

Abstract The present work examines the role of reflection in supporting development argument skill. Participants who engaged argumentation practice with additional reflective activities outperformed a control group only practice. experimental showed greater gains developing skill – particularly employing evidence to weaken an opposing position. Experimental condition participants also exhibited content knowledge on intervention topic compared participants. Microgenetic analysis dialogs during interventions revealed different pattern progress across two conditions. gradual and overall improvements at both strategic meta levels ? meta-strategic epistemic Findings support hypothesis that engagement dialogic supports metacognition, as competence disposition, which turn performance level. Educational implications are discussed, stressing beneficial for promoting skill, above beyond