Classroom Debates in Middle School Social Studies: Moving from Personal Attacks to Evidence and Reasoning

Autor/in	Duhaylongsod, Leslie
Titel	Classroom Debates in Middle School Social Studies: Moving from Personal Attacks to Evidence and Reasoning
Quelle	In: Middle Grades Research Journal, 11 (2017) 2, S.99-115 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Middle School Students; Middle School Teachers; Social Studies; Debate; Class Activities; Urban Schools; Classroom Techniques; Persuasive Discourse; Discussion (Teaching Technique); Grade 7; Grade 6; Audio Equipment; Greek Civilization; History; Foreign Countries; Western Civilization; Middle Eastern History; Italy (Rome); Greece; Egypt + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Gemeinschaftskunde; Debating; Streitgespräch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Klassenführung; Persuasion; Persuasive Kommunikation; School year 07; 7. Schuljahr; Schuljahr 07; School year 06; 6. Schuljahr; Schuljahr 06; Audio-CD; Geschichte; Geschichtsdarstellung; Ausland; Griechenland; Ägypten
Abstract	Using transcripts of 6 classroom debates that took place in 4 urban schools, the present study takes a closer look at what middle school students do during classroom debates in the context of a social studies curriculum designed to support student argumentation in debate. Two coding schemes were used to analyze student comments in the transcripts: argumentative moves and the quality of grounds (reasons/evidence used to support a claim). Results show that: (a) students used textual evidence to support their arguments over a third of the time (37.6%), which is a higher rate than what might be expected given previous studies; (b) students connected their evidence to their claims 20.3% of the time (also a much higher rate than what might be expected given previous studies); and (c) argumentative moves were related to text-based grounds quality at a statistically significant level (p = 0.006). Students were more likely to support positions with textual evidence than support oppositions and supporting comments with textual evidence. Implications for middle school practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01