How dialogic settings influence evidence use in adolescent students.

Autor/inn/en	Mayweg-Paus, Elisabeth; Macagno, Fabrizio
Titel	How dialogic settings influence evidence use in adolescent students.
Quelle	In: Zeitschrift für pädagogische Psychologie, 30 (2016) 2-3, S. 121-132Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1010-0652; 1664-2910
DOI	10.1024/1010-0652/a000171
Schlagwörter	Denken; Kognition; Verbale Kommunikation; Schule; Lernen; Curriculum; Auseinandersetzung
Abstract	Examined how evidence is used differently in argumentative discourse compared to individual arguments. Applying a 1 x 2 crossover study design, 37 secondary school students were asked either to discuss a social issue with their partner before individually writing an essay outlining their opinion or, vice versa, first to write and then to discuss. As background information, they were provided with pieces of evidence with different levels of quality. Dialogs and essays were analyzed regarding (1) the type of evidence and (2) the way evidence was used. Results show that in their essays students referred more often to the pieces of evidence provided to them (shared evidence). In contrast, they used evidence more often to address the opposing viewpoint in dialogs by incorporating it in a more elaborated (clearer) line of reasoning. It is concluded that dialogues are a more effective tool than individual writing production, and that the study provides first hints regarding how to design curricula that will encourage students to use evidence in a more sophisticated way in their argumentation. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2017/2