Argumentation Competence: Students’ Argumentation Knowledge, Behavior and Attitude and their Relationships with Domain-Specific Knowledge Acquisition

Abstract

Following constructivist paradigms for learning, this article explores the relationships between the components of argumentation competence (knowledge, behavior and attitude), their relationships with domain-specific knowledge acquisition, and the differences in argumentation behavior between successful and less-successful students. An exploratory study, with a pre-and post-test design, in an authentic, non-scaffolded, online learning environment was conducted. Contrary to our expectations, no significant relationships between the components of argumentation competence were found. Nevertheless, a significant relationship between argumentation behavior and domain-specific knowledge acquisition was found. Moreover, results suggested that the capacity of students to transfer argumentation behavior to similar argumentation tasks can be related to students' domain-specific knowledge acquisition. Finally, successful students in terms of domain-specific knowledge acquisition scored higher with regard to their argumentation behavior than less-successful students. These findings are discussed followed by theoretical and practical implications and suggestion for future work. ARTICLE HISTORY

Using Digital Concept Maps in Conflict Resolution Studies: Implications for Students’ Argumentative Skills, Domain-Specific Knowledge, and Academic Efficacy

“…Based on the findings, the research group outscored the control group enrolled in the traditional teacher-centered activity in all three domain-specific factual, conceptual, and procedural knowledge. While past studies ( Schwarz and Baker, 2017 ) stipulated those argumentative skills can be advanced, to some extent, through constructivist-based activities, only scant research has been dedicated to empirically exploring how this in turn may impact students’ domain-specific factual, conceptual, and procedural knowledge ( Valero Haro et al, 2019a , 2022 ; Ackermann and Kavadarli, 2022 ). By comparing the effects of different task instructions, with and without an argumentation component ( Yeh and She, 2010 ), the current research findings underline the superiority of the newly designed activity over the traditional teacher-centered approach in advancing students’ facets of domain-specific knowledge.…”

“…In a more recent study ( Valero Haro et al, 2022 ), the researchers investigated the links between the components of argumentation competence (knowledge, behavior, and attitude), and domain-specific knowledge acquisition, in an online learning setting. Findings showed a significant relationship between argumentation behavior and domain-specific knowledge acquisition.…”

“…However, it is not yet clear how to best achieve this learning outcome. Nonetheless, several researchers support the claim that computer-supported argumentation may improve students’ domain-specific knowledge ( Asterhan and Schwarz, 2016 ; Valero Haro et al, 2019a , b , 2022 ; Ackermann and Kavadarli, 2022 ). Argumentation, a process of rationally resolving divergent opinions and issues in critical discussions, emerges as one of the major skills for learning in the twenty-first century ( Noroozi et al, 2012 ).…”

“…For higher education students, learning through computer-supported argumentation is considered essential as it improves the quality of their argumentative writing ( Valero Haro et al, 2019a ), and their argumentation ability ( Fan et al, 2020 ); enables them to construct knowledge and transfer this knowledge to future situations ( Valero Haro et al, 2019a ); develops their critical thinking ability ( Andrews, 2015 ; Giri and Paily, 2020 ), and their ability to actively engage in discussions of socio-scientific issues, a focal learning outcome of higher education studies ( Tsai, 2018 ). Engaging learners in dialogic argumentation, in which they build arguments, consider, and weigh counter arguments, is an important tool to enhance their domain-specific knowledge ( Valero Haro et al, 2022 ).…”

‘I wouldn’t want to be the animal in use nor the patient in need’ – the role of issue familiarity in students’ socioscientific argumentation

“…On the one hand, the increase in depth of selected disciplines potentially indicates that students were able to draw upon more discipline-related concepts subsequent to the teaching unit, which possibly enabled them to strengthen their previous arguments (see also Haro et al, 2020;Von Aufschnaiter et al, 2008). Following this line of reasoning, one important factor might have been students' participation in the group/classroom discussion.…”