Argumentation Skills as Prerequisites for Collaborative Learning among Finnish, French, and English Secondary School Students

Abstract

Argumentation skills of secondary school students were evaluated in Finland (n = 290), France (n = 54), and England (n = 41). The data were collected from 4 tasks comprising 7 variables. The results indicated that most of the students had correctly justified arguments and conclusions, and composed clear claims and relevant arguments. However, many students had difficulties in recognising the main claim and arguments for it in an expository text, and in commenting analytically on an argumentative text. Thus the students possessed the prerequisites for argumentative reasoning and writing but need further practice in analytical and critical reading.

Integrating Socio-Scientific Issues to Enhance the Bioethical Decision-Making Skills of High School Students

“…Critical to this process is becoming aware of the emotional states of others which can be addressed through face-to-face interactions and the readiness to accumulate and objectively weigh the pieces of information (Aldona, 2004). This supports the claims of Marttunen, Laurinen, Litosseliti, and Lund (2005) that Piagetian research tradition find socio-cognitive conflict an essential element in a person's learning. Moreover, Vygotskian research tradition emphasizes that learning is mainly a result of interactive and social processes (Marttunen et al, 2005).…”

“…This supports the claims of Marttunen, Laurinen, Litosseliti, and Lund (2005) that Piagetian research tradition find socio-cognitive conflict an essential element in a person's learning. Moreover, Vygotskian research tradition emphasizes that learning is mainly a result of interactive and social processes (Marttunen et al, 2005).…”

“…It usually arises when one identifies a difference between his prior knowledge and his new knowledge. This knowledge discrepancy usually triggers the need to solve the conflict-to find new information in order to explain the different conceptions and to maintain one's mental balance (Marttunen et al, 2005). Argumentation theory emerged from the need to define logic that occurs in everyday contexts consisting of topics based upon analytical arguments in which conclusions were drawn from the premises (Acar, 2008).…”

“…Argumentation theory emerged from the need to define logic that occurs in everyday contexts consisting of topics based upon analytical arguments in which conclusions were drawn from the premises (Acar, 2008). An essential pedagogical aim of argumentation is met when students are engaged in counter-argumentation and decision making, thereby familiarizing themselves with others' standpoints contrary to their own opinions (Marttunen et al, 2005).…”

Theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning

“…Baker, 2003;Hamilton, 1997), argumentation (Andriessen, 2006;Leitão, 2000;Marttunen, Laurinen, Litosseliti, & Lund, 2005), explaining (Sandoval, 2003), mutual explaining (e.g. Webb, 1989;Webb & Palincsar, 1996), observation of problem solving (Barron, 2003), questioning (Chin, 2002), providing and receiving constructive criticism (Sawyer, 2007), synthesizing multiple perspectives (Bielaczyc & Collins, 2006) or reasoning (e.g.…”