The Influence of Group Discussions and Explicit Instruction on the Acquisition and Transfer of Argumentative Knowledge

In a quasi-experiment presented in this study, students completed the same argument-related tasks, after receiving different instructional treatments. These tasks included an interview, designed to elicit students' awareness of argumentation criteria, a persuasive composition, and a recall of an argumentative text. The findings reveal the complexity of learning and transfer in the domain of argumentation. Students who engaged in discussions with or without explicit instruction provided well-articulated responses to the interview questions, showing a rather sophisticated understanding of argumentation functions and criteria. Overall student performance on the persuasive essay was positively affected only by participation in discussions. The recall of an argumentative text was insensitive to variations in treatment. It should be emphasized, though, that even when overall effects were not present, the oral and written productions of some students suggested benefits from discussions and explicit instruction in argumentation.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Reznitskya, Alina

Contributors dc:contributor

• Anderson, Richard C.

• Education, Educational Psychology

Language dc:language

eng

Identifier

(MiAaPQ)AAI3070419

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79703