Teaching argumentation skills.

Autor/in	Astleitner, Hermann
Titel	Teaching argumentation skills.
Quelle	Aus: Astleitner, Hermann (Hrsg.): School development. Focusing on emotional factors and general skills. Frankfurt, Main u.a.: Lang (2005) S. 73-80Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	0-8204-7338-3; 3-631-52865-5
Schlagwörter	Kompetenz; Kritikfähigkeit; Empirische Untersuchung; Fähigkeit; Vermittlung; Förderung; Lehrer; Schüler; Lernen; Unterrichtsmethode; Unterricht; Forschungsstand; Definition; Diskussion; Empfehlung; Modell
Abstract	This paper is dealing with the question of how argumentation can be learned successfully within daily school. The basis for answering this question builds a literature review of empirical studies. First, the components of an argumentation skill (identification, construction, and evaluation) are defined, and then theoretical models are outlined. These models consider argumentation as an active construction process which is controlled by cognitive frames and contextualization cues. In the following section, the importance of argumentation skills for daily instruction in schools is analyzed. Then, variables supporting the acquisition of argumentation skills within traditional and computer-based instruction are discussed. Finally, guidelines for the implementation of interventions concerning argumentation skills in daily school and future research questions are proposed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/1