Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education
نویسندگان
چکیده
Dialogical argumentation practice contributes positively to argumentative writing skills. Specifically, deliberative dialogues are effective in promoting argument and counterargument integration students' essays. However, the potential of dialogic activities may be increased if they combined with instructional practices. The primary objective this research is compare impact four intervention programs, aimed at improving synthesis from conflicting sources. programs resulted combination two components (Explicit Instruction through video modelling—EI, or a Procedural Guideline—G), while Deliberative Dialogues—DD—were constant element. We conducted pre-post quasi-experimental study which 186 Spanish third grade secondary school students (aged 14–15) participated. evaluated quality syntheses by examining level coverage (the total number arguments included synthesis) type frequency strategies used syntheses). results showed that effectiveness methods varies according indicator. Explicit instruction, dialogues, was especially helpful syntheses. procedural guideline, contributed significantly arguments. these elements did not favor as expected, probably due conditions carried out. findings revealed processes different nature, follow learning paths require processes.
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ژورنال
عنوان ژورنال: Instructional Science
سال: 2021
ISSN: ['0020-4277', '1573-1952']
DOI: https://doi.org/10.1007/s11251-021-09548-3