Supporting elementary students’ scientific argumentation with argument-focused metacognitive scaffolds (AMS)

Jin, Qingna; Kim, Mi‐Jung

doi:10.1080/09500693.2021.1947542

Cited by 11 publications

(8 citation statements)

References 62 publications

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“…Thus, schooling can be specially beneficial for much less usual additives, together with warrants, and for extra complicated and exhaustive arguments with much less usual structures [19,20]. Our consequences are consistent with preceding studies displaying that scholars generally tend to disregard the consistency of inner arguments [19,21], however that schooling in argument shape can powerful in overcoming this deficit [20,22].…”

Section: Resultssupporting

confidence: 87%

Improving Scientific Argumentation in University Students Through a Training Approach

Rohayati,

Syihabuddin,

Anshori

et al. 2024

KSS

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The capacity to recognize formal arguments is crucial for clinical literacy. However, college students frequently lack a structural understanding of those arguments, in particular when the arguments are extra complicated. This study used an experimental method with a pre-post-check design. A follow-up of four weeks was used to research whether courses on figuring out the structural additives of casual arguments would enhance college students’ competence to recognize complicated arguments. The course was embedded in a constructivist mastering surroundings, and its content material was primarily based totally on Toulmin’s argument shape model, consistent with which arguments may be deconstructed into numerous purposeful additives: claims, datums, warrants, helping evidence, and rebuttals. Being capable of discovering warrants was primary to clinical literacy due to the fact warrants decide whether an end was justified primarily based totally on data. The effects display that schooling in argument shape typically no longer enhances overall recital for all college pupils and argument kinds, however, it’s miles beneficial for figuring out extra complicated arguments with much less specific systems and relational components among key additives (i.e. warrants). High-reaching college students gain maximum from this intervention, and it additionally enables college students with excessive pretest correctness scores. Our effects advocate that interferences to sell argumentation abilities need to be included in the curriculum, and those interventions need to be designed to shape the skill degree of learners. Keywords: Scientific Argumentation, University Students, Training Approach

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Section: Resultssupporting

confidence: 87%

Improving Scientific Argumentation in University Students Through a Training Approach

Rohayati,

Syihabuddin,

Anshori

et al. 2024

KSS

View full text Add to dashboard Cite

show abstract

“…For example, Dawson and Venville (2010), building on Simon et al (2006), list the following argument-based teaching moves: knowing the meaning of argument, positioning, justifying with evidence, constructing arguments, evaluating arguments, counterarguing, and reflecting on argument process. Other studies (e.g., Gillies & Khan, 2009;Jin & Kim, 2021) emphasise the role of metacognitive questioning techniques to model students' thinking and help them understand the importance and nature of evidence-based argumentation.…”

Section: Prompting Students' Argumentationmentioning

confidence: 99%

Argument-based teaching

Rapanta

2024

ESC

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21st-century teachers are required to embrace new, student-centred pedagogical practices that lead to direct student benefits as critical and democratic citizens. One of these pedagogies is argument-based teaching. This theoretical paper provides an overview of argument-based teaching and its main applications and benefits. A relation with 21st-century teaching is established through the concept of critical literacy, a metaliteracy competence promoted by argument-based teaching and learning. After an overview of national and international initiatives, recommendations for teacher education are provided, considering the complexity of argument pedagogical content knowledge.

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“…Scientific argumentation is a statement used to convince or strengthen an idea by including various elements, namely claims, data, evidence, guarantees to strengthen the hypothesis and reinforced with alternative opinions to strengthen the initial claim (Jin & Kim, 2021). Arguments can be used to strengthen new concepts, findings, or theories through critical discussion with various considerations from several people.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Epistemic Beliefs and Scientific Argument to Improve Learning Process Quality

Rohayati¹,

Syihabuddin²,

Anshori³

et al. 2023

INT J INSTRUCTION

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The formation of scientific arguments by involving constructivist epistemic beliefs will produce deeper knowledge. This study uses a quasi-experimental research method involving 200 students from the science study program, namely biology, chemistry, physics, and mathematics at a public university in Bandung. In the experimental group, students were divided into several groups based on the results of demographic analysis, including absolutists, relativists, and evaluativist. Furthermore, intervention was given to explain the criteria for scientific argumentation and instructions for scientific argumentation. The control group did not experience the division of roles and was not given intervention. The results showed that students in the experimental group produced scientific arguments and carried out the learning process better than the control class. The increase in the quality of the argumentation is marked by the number of alternative ideas and thought experiments used in the argument. In detail, of the three groups of students, the evaluative group was more critical and could generate more new ideas when discussing learning topics. In addition, evaluative groups are also more reliable in solving problems correctly. The relativist group shows a less critical and less confident attitude when interacting with others. The implication of this research is that scientific argumentation instruction can be used as an alternative in understanding conceptual and increasing students' epistemic beliefs.

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Supporting elementary students’ scientific argumentation with argument-focused metacognitive scaffolds (AMS)

Cited by 11 publications

References 62 publications

Improving Scientific Argumentation in University Students Through a Training Approach

Improving Scientific Argumentation in University Students Through a Training Approach

Argument-based teaching

Effectiveness of Epistemic Beliefs and Scientific Argument to Improve Learning Process Quality

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