Training Interventions to Foster Skill and Will of Argumentative Thinking. Issue 3 (3rd July 2018)

• Record Type: Journal Article
• Authors: Hefter, Markus H.; Renkl, Alexander; Riess, Werner; Schmid, Sebastian; Fries, Stefan; Berthold, Kirsten
• Is Part Of: Journal of experimental education. Volume 86:Issue 3(2018)
• Page Start: 325
• Page End: 343
• Publication Date: 2018-07-03
• Subjects: Argument quality -- argumentative thinking -- self-explanation -- training intervention; Education -- Experimental methods -- Periodicals; Educational psychology -- Periodicals; Education -- Periodicals; Psychology, Experimental -- Periodicals; 370.15
• DOI: 10.1080/00220973.2017.1363689
• Languages: English
• ISSNs: 0022-0973

Abstract

ABSTRACT: Argumentative thinking requires not only the skill to apply argumentative strategies such as supporting theories with evidence but also the will to apply these strategies by considering argumentative thinking to be both reasonable and worthwhile. Focusing on direct instruction for the initial acquisition of both skill and will, we developed a new short-term computer-based training intervention. We tested its effects on learning processes and learning outcomes in an experimental study with 147 German high school students. Our intervention fostered facets of both skill (i.e. a declarative knowledge about argumentation) and will (i.e., epistemic orientation, intellectual values, and epistemic knowledge). We gained additional insights into learning mechanisms, such as the mediating effects of the learners' self-explanation activities and the advantage of addressing will before skill.