Learning Science through Argumentative Synthesis Writing and Deliberative Dialogues: A Comprehensive and Effective Methodology in Secondary Education

Autor/inn/en	Casado-Ledesma, Lidia; Cuevas, Isabel; Martín, Elena
Titel	Learning Science through Argumentative Synthesis Writing and Deliberative Dialogues: A Comprehensive and Effective Methodology in Secondary Education
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 4, S.965-996 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Casado-Ledesma, Lidia) ORCID (Cuevas, Isabel) ORCID (Martín, Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-021-10191-0
Schlagwörter	Science Education; Persuasive Discourse; Writing (Composition); Synthesis; Secondary School Science; Secondary School Students; Scientific Literacy; Science Instruction; Teaching Methods; Foreign Countries; Science and Society; Direct Instruction; Spain + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Persuasion; Persuasive Kommunikation; Schreibübung; Sekundarschüler; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Spanien
Abstract	Scientific literacy can be promoted through oral and written argumentative practice. Collaborative discourse has proven effective in fostering conceptual understanding, especially when discussions are developed under deliberative goals. Likewise, writing tasks as argumentative syntheses stand out for its epistemic value and its contribution to constructive learning processes. However, there are no known educational interventions that have combined these two didactic activities to teach science. The objective of this research was to compare the impact of four intervention programs, based on deliberative dialogues and argumentative synthesis writing activities, on the learning of socio-scientific content. The four programs resulted from the combination of two instructional components (Explicit Instruction; Guide), while deliberative dialogues and argumentative syntheses were constant elements. We conducted a pre-post quasi-experimental study in which participated 151 Spanish third grade secondary school students. Socio-scientific learning was evaluated through a content test made up of open questions. The results showed all students progressed in their socio-scientific knowledge. Instructional practices did not have a direct effect on content learning. However, we observed an indirect effect of explicit instruction on learning socio-scientific content, through learning of argumentative synthesis writing. Besides, we found a positive relation between progression in synthesis writing and knowledge acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01