Hefter, Markus H. and Renkl, Alexander and Riess, Werner and Schmid, Sebastian and Fries, Stefan and Berthold, Kirsten (2018) Training Interventions to Foster Skill and Will of Argumentative Thinking. JOURNAL OF EXPERIMENTAL EDUCATION, 86 (3). pp. 325-343. ISSN 0022-0973, 1940-0683
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Argumentative thinking requires not only the skill to apply argumentative strategies such as supporting theories with evidence but also the will to apply these strategies by considering argumentative thinking to be both reasonable and worthwhile. Focusing on direct instruction for the initial acquisition of both skill and will, we developed a new short-term computer-based training intervention. We tested its effects on learning processes and learning outcomes in an experimental study with 147 German high school students. Our intervention fostered facets of both skill (i.e. a declarative knowledge about argumentation) and will (i.e., epistemic orientation, intellectual values, and epistemic knowledge). We gained additional insights into learning mechanisms, such as the mediating effects of the learners' self-explanation activities and the advantage of addressing will before skill.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | EPISTEMOLOGICAL BELIEFS; KNOWLEDGE; SCIENCE; IMPACT; SELF; NEED; Argument quality; argumentative thinking; self-explanation; training intervention |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Psychology and Pedagogy > Institut für Pädagogik |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 23 Mar 2020 11:38 |
| Last Modified: | 23 Mar 2020 11:50 |
| URI: | https://pred.uni-regensburg.de/id/eprint/15273 |
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