Students' Disciplinary Beliefs in the Context of Argumentation

Autor/inn/en	Schwanewedel, Julia; Heitmann, Patricia; Hecht, Martin; Scherer, Ronny
Titel	Students' Disciplinary Beliefs in the Context of Argumentation
Quelle	(2018), (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Persuasive Discourse; Student Attitudes; Science Instruction; Gender Differences; Intellectual Disciplines; School Culture; Controversial Issues (Course Content); Foreign Countries; Grade 10; High School Students; Track System (Education); Academic Language; Language Skills; Germany + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Geschlechterkonflikt; Geisteswissenschaften; Schulkultur; Schulleben; Controversial issues; Kontroverse; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Leistungsgruppe; Leistungsdifferenzierung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Language skill; Sprachkompetenz; Deutschland
Abstract	Argumentation is considered crucial in numerous disciplines. However, it is unclear whether argumentation is understood in comparable ways across disciplines. This study examined how students perceive argumentation in science and language lessons, and investigated beliefs about the relevance of discourse and facts. Data from 3,258 high school students were analyzed with multigroup-multilevel-structural-equation-modeling to disentangle whether or not differences across disciplines exist and the extent to which variation in beliefs can be explained by gender and school track. Results showed that students perceived facts as highly relevant for science lessons, whereas discursive characteristics were considered significantly less important. Discourse played a central role in language. These differences were independent of students' gender, but school track predicted the differences in beliefs significantly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01