Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education
Entity
UAM. Departamento de Psicología Básica; UAM. Departamento de Psicología Evolutiva y de la EducaciónPublisher
SpringerDate
2021-06-25Citation
10.1007/s11251-021-09548-3
Instrutional Science 49 (2021): 515-559
ISSN
0020-4277 (print); 1573-1952 (online)DOI
10.1007/s11251-021-09548-3Funded by
The present study was supported by the Ministerio de Educación y Formación Profesional (Spain) under Grant for the Formación de Personal Investigador (FPU16/01454), and by the Ministerio de Ciencia e Innnovación State program oriented to the challenges of society (I + D + I) (PID2019-105250RB-I00)Project
Gobierno de España. FPU16/01454; Gobierno de España. PID2019-105250RB-I00Editor's Version
https://doi.org/10.1007/s11251-021-09548-3Subjects
secondary education; argumentation; deliberative discussions; written synthesis; PsicologíaRights
© 2021, The Author(s), under exclusive licence to Springer Nature B.V.Abstract
Dialogical argumentation practice contributes positively to argumentative writing skills. Specifically, deliberative dialogues are effective in promoting argument and counterargument integration in students' essays. However, the potential of dialogic activities may be increased if they are combined with instructional practices. The primary objective of this research is to compare the impact of four intervention programs, aimed at improving argumentative synthesis writing from conflicting sources. The four programs resulted from the combination of two instructional components (Explicit Instruction through video modelling—EI, or a Procedural Guideline—G), while Deliberative Dialogues—DD—were a constant element. We conducted a pre-post quasi-experimental study in which 186 Spanish third grade secondary school students (aged 14–15) participated. We evaluated the quality of the syntheses by examining the level of argumentative coverage (the total number of arguments included in the synthesis) and the level of integration (the type and frequency of the argumentative strategies used in the syntheses). The results showed that the effectiveness of the instructional methods varies according to the synthesis quality indicator. Explicit instruction, in combination with deliberative dialogues, was especially helpful in improving the level of integration of syntheses. The procedural guideline, in combination with deliberative dialogues, contributed significantly to the coverage of arguments. The combination of these two elements did not favor the writing of synthesis as expected, probably due to the conditions in which the intervention was carried out. The findings of this study revealed that the coverage of arguments and integration processes are of different nature, follow different learning paths and require different instructional processes
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Google Scholar:Casado Ledesma, Lidia
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Cuevas Fernández, María Isabel
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Van den Bergh, Huub
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Rijlaarsdam, Gert
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Mateos Sanz, M. Mar
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Granado Peinado, Miriam
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Martín Ortega, Elena
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