It's Not About Being Right: Developing Argument Through Debate. (March 2020)

• Record Type: Journal Article
• Authors: Malloy, Jacquelynn A.; Tracy, Kelly N.; Scales, Roya Q.; Menickelli, Kristin; Scales, W. David
• Is Part Of: Journal of literacy research. Volume 52:Number 1(2020:Mar.)
• Page Start: 79
• Page End: 100
• Publication Date: 2020-03
• Subjects: arguments -- design-based research -- critical participatory literacy -- integrated instruction; Reading -- Periodicals; Literacy -- Periodicals; 302.2244
• DOI: 10.1177/1086296X19896495
• Languages: English
• ISSNs: 1086-296X

Abstract

This research sought to develop argument as a problem-solving process by adding debate to social studies instruction with three groups of fifth-grade students. This design-based research (DBR) reports on the ways that instruction was refined across three topical units to develop argumentative agency and a critical participatory literacy. Students addressed current issues extended from historical events and engaged in issues collaboratively through debates, then individually in their writing. DBR approaches afforded a description of the factors that enhanced and inhibited argument development across the debate cycles and chronicled the modifications that were put in place to refine the instruction. A retrospective analysis led to pedagogical assertions that illuminate what was learned about the interrelationship of oral and written argument and the instructional refinements that were required to support arguments as a means of solving problems.