Improving Written Argumentative Synthesis by Teaching the Integration of Conflicting Information from Multiple Sources. Issue 2 (3rd April 2018)

• Record Type: Journal Article
• Authors: Mateos, Mar; Martín, Elena; Cuevas, Isabel; Villalón, Ruth; Martínez, Isabel; González-Lamas, Jara
• Is Part Of: Cognition and instruction. Volume 36:Issue 2(2018)
• Page Start: 119
• Page End: 138
• Publication Date: 2018-04-03
• Subjects: Learning -- Periodicals; Cognition in children -- Periodicals; 370.15205
• DOI: 10.1080/07370008.2018.1425300
• Languages: English
• ISSNs: 0737-0008

Abstract

ABSTRACT: The goal of this study was to assess the effectiveness of 2 different types of intervention aimed at improving written argumentative synthesis by integrating conflicting information from different sources. Both interventions combined the use of a guide with collaborative practice, but one of them also included explicit strategy instruction. Only students who received additional explicit instruction showed an improved ability to integrate conflicting information and increased the number of arguments they selected from the sources.