Back to Search
Start Over
Structuring Reflection: Teaching Argument Concepts and Strategies Enhances Critical Thinking
- Source :
- Canadian Journal of School Psychology. 13:38-47
- Publication Year :
- 1997
- Publisher :
- SAGE Publications, 1997.
-
Abstract
- By middle childhood most students understand the concept of evidence, but do not use it when reading or writing arguments. It was hypothesized that teaching concepts about argument components, and tenching a strategy to organize the application of these concepts, would improve students' evaluations of written arguments. In a two-by-two factorial design, 55 grade 5 students read, wrote, and discussed arguments in instructional groups that emphasized: argument concepts; an organizational strategy; both concepts and strategy; or neither concepts nor strategy. Students in all treatment groups improved relative to the control group in evaluating arguments, and transferred gains from social to science items. Concept instruction significantly improved students' evaluations of invalid arguments with plausible claims. Strategy instruction significantly improved their argument writing.
- Subjects :
- Reflection (computer programming)
media_common.quotation_subject
05 social sciences
050301 education
Structuring
Treatment and control groups
Critical thinking
Organizational strategy
Argument
Reading (process)
Developmental and Educational Psychology
Mathematics education
0501 psychology and cognitive sciences
Psychology
Control (linguistics)
0503 education
050104 developmental & child psychology
media_common
Subjects
Details
- ISSN :
- 21543984 and 08295735
- Volume :
- 13
- Database :
- OpenAIRE
- Journal :
- Canadian Journal of School Psychology
- Accession number :
- edsair.doi...........e9d86b6bc327c57dfee85b3b41a28927