Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions

Hefter MH, Berthold K, Renkl A, Riess W, Schmid S, Fries S (2014)
Instructional Science 42(6): 929-947.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
Download
Es wurden keine Dateien hochgeladen. Nur Publikationsnachweis!
Autor*in
Hefter, Markus H.UniBi; Berthold, KirstenUniBi; Renkl, Alexander; Riess, Werner; Schmid, Sebastian; Fries, StefanUniBi
Abstract / Bemerkung
Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology, argumentation skills such as evaluating arguments or supporting theories with evidence are beneficial for developing deep understanding and well-grounded conclusions. We developed a 50-min training intervention to foster argumentation skills in the domain of ecology on topics related to sustainable development and analyzed its effects in a control-group design: (a) training intervention to foster argumentation skills (n = 41), (b) no such training intervention (n = 42). Results showed that this short-term training intervention successfully fostered three components of argumentation skills (i.e., evaluative knowledge, generative knowledge, and argument quality) and declarative knowledge about argumentation. The positive effect on declarative knowledge was stable 1 week after the training and it was mediated by learning processes during the training intervention: self-explaining the principles of argumentation underlying the video-based examples mediated the effect on declarative knowledge 1 week after the training. In short, the training intervention is an effective instructional method to enhance argumentation skills as well as declarative knowledge about argumentation.
Erscheinungsjahr
2014
Zeitschriftentitel
Instructional Science
Band
42
Ausgabe
6
Seite(n)
929-947
ISSN
0020-4277
eISSN
1573-1952
Page URI
https://pub.uni-bielefeld.de/record/2679439

Zitieren

Hefter MH, Berthold K, Renkl A, Riess W, Schmid S, Fries S. Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions. Instructional Science. 2014;42(6):929-947.
Hefter, M. H., Berthold, K., Renkl, A., Riess, W., Schmid, S., & Fries, S. (2014). Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions. Instructional Science, 42(6), 929-947. https://doi.org/10.1007/s11251-014-9320-y
Hefter, Markus H., Berthold, Kirsten, Renkl, Alexander, Riess, Werner, Schmid, Sebastian, and Fries, Stefan. 2014. “Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions”. Instructional Science 42 (6): 929-947.
Hefter, M. H., Berthold, K., Renkl, A., Riess, W., Schmid, S., and Fries, S. (2014). Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions. Instructional Science 42, 929-947.
Hefter, M.H., et al., 2014. Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions. Instructional Science, 42(6), p 929-947.
M.H. Hefter, et al., “Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions”, Instructional Science, vol. 42, 2014, pp. 929-947.
Hefter, M.H., Berthold, K., Renkl, A., Riess, W., Schmid, S., Fries, S.: Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions. Instructional Science. 42, 929-947 (2014).
Hefter, Markus H., Berthold, Kirsten, Renkl, Alexander, Riess, Werner, Schmid, Sebastian, and Fries, Stefan. “Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions”. Instructional Science 42.6 (2014): 929-947.
Export

Markieren/ Markierung löschen
Markierte Publikationen

Open Data PUB

Web of Science

Dieser Datensatz im Web of Science®
Suchen in

Google Scholar