Demonstrating the Effectiveness of Two Scaffolds for Fostering Students' Domain Perspective Reasoning

Autor/in	List, Alexandra
Titel	Demonstrating the Effectiveness of Two Scaffolds for Fostering Students' Domain Perspective Reasoning
Quelle	In: European Journal of Psychology of Education, 38 (2023) 4, S.1343-1376 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (List, Alexandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-022-00643-8
Schlagwörter	Instructional Effectiveness; Scaffolding (Teaching Technique); Perspective Taking; Social Problems; Teaching Methods; Reading Assignments + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Zukunftsperspektive; Social problem; Soziales Problem; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Domain perspective reasoning refers both to students' recognition of authors' domain perspectives during reading and students' abilities to draw on varied domain perspectives to reason about and understand a complex social issue. Two instructional manipulations were examined in this study. First, students were asked to identify authors' domain perspectives during reading (i.e., DP-ID condition) or not (i.e., with authors' domain perspectives instead supplied in texts). Second students were provided with a "Palette of Perspectives" as an instructional scaffold to support their inferencing regarding how a common issue, that of immigration, may be examined through a variety of diverse domain perspectives. Although students' assignment to the DP-ID condition was not associated with the number of domain perspectives they included in writing, both DP-ID condition and being provided with a Palette of Perspectives were associated with students' performance on a domain perspective application task. Implications for domain perspective reasoning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01