Talk About Evidence During Argumentation
Bibliographic Data
| ID | 11273149 |
|---|---|
| Authors | Yuchen Shi (0000-0001-6442-6375, East China Normal University, corresponding author) |
| Year | 2020 |
| Volume | 57 |
| Issue | 9 |
| Pages | 770-792 |
| Publication date | 2020-10-20 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Discourse Processes (JOURNAL) |
| Journal identifiers | ISSN: 0163-853X • E-ISSN: 1532-6950 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0163853x.2020.1777498 |
| OpenAlex | W3035982648 |
| Language | EN |
| Citations received | 14 |
| References cited | 115 |
Evidence is widely recognized as an essential component of argumentation. Existing research has primarily focused on students’ use of evidence to construct explanations or claims. In the present study, 54 11- to 12--year-old Chinese students participated in an extended discourse-based argumentation curriculum, along with an equivalent nonparticipating control group consisted of 50 students. We identified and traced progression in students’ meta-talk about evidence during peer-to-peer argumentive discourse and found that meta-talk grew more frequent over time, became increasingly focused on evaluating the source of evidence, and became better sustained over successive turns. Separate pre- and postassessments suggested that participants had become more advanced in epistemological understanding, manifested in a shift away from absolutist thinking, and were more likely to endorse the values of argumentive discourse. Implications for epistemic vigilance in the Information Age are discussed
Argumentation theory · Construct (python library · Curriculum · Discourse analysis · Epistemology · Linguistics · Pedagogy · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Philosophy · Psychology · Social Psychology
The interconnections among metadiscourse, metalanguage, and metacognition
Co-text and critical reading for international postgraduates in Australia
Oracy in higher education
Apprenticeship as a developmental mechanism in argumentation skill development
Vaccination Information Sources and Decision-Making Among Higher-Secondary Students in India During the Covid-19 Pandemic
Technology‐Embedded Argument‐DrivenInquiry in Preservice Chemistry Teacher Education
The effects of discourse goals on written arguments in elementary school students
Persuasion versus deliberation
Exploring Chinese high school students' performance and perceptions of scientific argumentation by understanding it as a three‐component progression of competencies
Dialogic teaching of controversial public issues in a Chinese middle school
Facts do not speak for themselves
Elementary Students’ Epistemic Understandings in Their Classroom Scientific Argumentation
Historical Perspective Taking and the Self in Online Community Discussions
Uso de evidencias en el razonamiento argumentativo por estudiantes colombianos
Socializing Intelligence Through Academic Talk and Dialogue
Curriculum as Conversation
Dialogue and the Development of Children's Thinking
The Uses of Argument
The Skills of Argument
Conceptualizing Talk Moves as Tools
The Quality of Students' Use of Evidence in Written Scientific Explanations
Understanding students' practical epistemologies and their influence on learning through inquiry
Epistemic Thinking in Action
TAPping into argumentation
The Development of Epistemological Theories
Constructing arguments from multiple sources
From social interaction to individual reasoning
Fostering students' knowledge and argumentation skills through dilemmas in human genetics
Effects of beliefs about the nature of knowledge on comprehension.
Domain-Generality and Domain-Specificity in Personal Epistemology Research
Observing sociocultural activity on three planes
Disciplinary authority and accountability in scientific practice and learning
The Snowball Phenomenon
Explanation‐driven inquiry
Why do humans reason? Arguments for an argumentative theory
Guiding Principles for Fostering Productive Disciplinary Engagement
Developing Norms of Argumentation
Epistemological development and academic performance among secondary students.
Managing uncertainty in scientific argumentation
The development of epistemological understanding
Assessment of the ways students generate arguments in science education
Classroom dialogue
Grasp of evidence
Representing Student Argumentation as Functionally Emergent From Scientific Activity
Arguing to Learn in Science
Scientific arguments as learning artifacts
Dialogic Argumentation as a Vehicle for Developing Young Adolescents’ Thinking
Interrater reliability
Student agency to participate in dialogic science discussions
Critical Thinking as Discourse
Learning Lessons
Teaching critical thinking for transfer across domains
Engaging Contemporary Issues as Practice for Citizenship
Developing Argumentation Strategies in Electronic Dialogs
Contemplating the Opposition
Why Argue? Developing Understanding of the Purposes and Values of Argumentive Discourse
Opening Dialogue
Cognitive development, epistemic doubt, and identity formation in adolescence
Deliberative Discourse Idealized and Realized
Motivation and Performance Differences in Students’ Domain-Specific Epistemological Belief Profiles
When the Problem Is Not the Question and the Solution Is Not the Answer
Students' reasoning about electricity
Changing epistemological beliefs
Teaching thinking dispositions
| Unique citing works | 14 |
|---|---|
| Citations per year | 2,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |