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Full-Text Articles in Education
Promoting Persuasion Knowledge In Third And Fourth Graders Through Advertising Literacy And Argumentation Interventions, Susan Locke Stanley
Promoting Persuasion Knowledge In Third And Fourth Graders Through Advertising Literacy And Argumentation Interventions, Susan Locke Stanley
Theses and Dissertations
The goal of this study was to promote the development of persuasion knowledge in third and fourth graders by examining children’s interpretation and production of persuasive messages through an instructional intervention. Two interventions were delivered to students that focused on the skills associated with critical thinking (e.g., evaluating effectiveness of arguments, writing a persuasive argument using valid reasoning, and understanding the persuasive intentions and tactics of advertisements). One intervention used advertising as the instructional tool, such that students were taught about the purpose of advertising, advertising tactics, and the companies and advertisers behind the ads. Students learned that ads are …
Effects Of Elaborative Interrogation After Reading Belief-Inconsistent Arguments And Need For Cognition On Argumentation And Topic Beliefs, Ruomeng Zhao
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Constructing quality argumentation to justify one’s own beliefs on a topic is important both for a thorough topic understanding and the development of argumentation writing skills. Also, one’s change or retention of topic beliefs should be based on quality argumentation, such that the belief can be considered rational. The purpose of this study was to test whether a cognitive strategy, elaborative interrogation, can improve the understanding of belief-inconsistent arguments on a controversial topic and then improve argumentation quality, as well as result in reflective belief change. Elaborative interrogation is a cognitive strategy which prompts individuals to answer “why” questions on …
Commentary On Uses Of Arguments From Definition In Children’S Argumentation, Daniel Fasko Jr
Commentary On Uses Of Arguments From Definition In Children’S Argumentation, Daniel Fasko Jr
OSSA Conference Archive
This paper presents an analysis of the reasoning of two 5-year old children’s use of argument from definition. The author uses the Argumentum Model of Topics (AMT; Rigotti & Greco-Morasso, 2009) to accomplish this task. A brief history of the “locus of definition” is presented, as well as a description of how and where the data were collected. More specifically, the data come from a study of students conducted for over 30 years in Switzerland. Two examples are discussed where an adult experimenter examined these children’s responses to conservation of liquid and number tasks. The two examples of children’s responses …
Tweet Vs Status Update: Exploring Ways To Promote Collaborative Argumentation In An Online Classroom Setting, Marissa Christina Owens
Tweet Vs Status Update: Exploring Ways To Promote Collaborative Argumentation In An Online Classroom Setting, Marissa Christina Owens
UNLV Theses, Dissertations, Professional Papers, and Capstones
The focus of this study was to answer the following overarching question: How does a Twitter discussion format compare to a Facebook discussion format in terms of promoting collaborative argumentative discourse? Data analysis focused on the difference in amount of arguments, counter-arguments, reasons, and elaborations generated by participants between the two social media platforms. In addition, the impact of participant use of sentence openers on the amount of argument components was also examined. A Mann-Whitney statistical test was conducted to determine the differences between Twitter and Facebook groups in argument components across three small group discussion questions. The results of …
Effects Of Persuasion And Discussion Goals On Writing, Cognitive Load, And Learning In Science., Perry Klein, J. S. Eharhardt
Effects Of Persuasion And Discussion Goals On Writing, Cognitive Load, And Learning In Science., Perry Klein, J. S. Eharhardt
Education Publications
Argument writing is challenging for elementary students. Previous experimental research has focused on scaffolding rhetorical goals, leaving content goals relatively unexplored. In a randomized experiment, 73 students in Grades 5, 6, and 7 wrote persuasive texts about difficult-to-classify vertebrates. Each student received one of three sets of writing prompts: a persuasive goal only (control); persuasive goal + rhetorical subgoal prompts; or persuasive goal + content subgoal prompts. Rhetorical subgoals increased text quality, variety of rhetorical moves, number of complex propositions, and classification knowledge. Content subgoals increased the number of simple propositions in text. A path analysis indicated that content subgoal …
The Effect Of Argumentative Task Goal On The Quality Of Argumentative Discourse, Merce Garcia-Mila, Sandra Gilabert, Sibel Erduran, Mark Felton
The Effect Of Argumentative Task Goal On The Quality Of Argumentative Discourse, Merce Garcia-Mila, Sandra Gilabert, Sibel Erduran, Mark Felton
Faculty Publications
In argumentative discourse, there are two kinds of activity-dispute and deliberation-that depend on the argumentative task goal. In dispute the goal is to defend a conclusion by undermining alternatives, whereas in deliberation the goal is to arrive at a conclusion by contrasting alternatives. In this study, we examine the impact of these tasks goals on the quality of argumentative discourse. Sixty-five junior high school students were organized into dyads to discuss sources of energy. Dyads were formed by members who had differing viewpoints and were distributed to one of two conditions: 31 dyads were asked to discuss with the goal …
Deliberation Versus Dispute: The Impact Of Argumentative Discourse Goals On Learning And Reasoning In The Science Classroom, Mark Felton, Merce Garcia-Mila, Sandra Gilabert
Deliberation Versus Dispute: The Impact Of Argumentative Discourse Goals On Learning And Reasoning In The Science Classroom, Mark Felton, Merce Garcia-Mila, Sandra Gilabert
Faculty Publications
Researchers in science education have converged on the view that argumentation can be an effective intervention for promoting knowledge construction in science classrooms.However, the impact of such interventions may be mediated by individuals’ task goals while arguing. In argumentative discourse, one can distinguish two overlapping but distinct kinds of activity: dispute and deliberation. In dispute the goal is to defend a conclusion by undermining alternatives, whereas in deliberation the goal is to arrive at a conclusion by contrasting alternatives. In this study, we examine the impact of these discourse goals on both content learning and argument quality in science.
Transactive Discourse During Assessment Conversations On Science Learning, Homer Arthur Russell Iii
Transactive Discourse During Assessment Conversations On Science Learning, Homer Arthur Russell Iii
Communication Sciences and Disorders Dissertations
Transactive Discourse During Assessment Conversations on Science Learning by Homer A. Russell III It has been argued that development of science knowledge is the result of social interaction and adoption of shared understandings between teachers and students. A part of understanding that process is determining how student reasoning develops in groups. Transactive discussion is a form of negotiation between group members as they interpret the meaning of their logical statements about a topic. More importantly, it is a form of discourse that often leads to cognitive change as a result of the interaction between group participants as they wrestle with …