Adolescents who engaged in reflective activities alongside dialogic argumentation showed greater gains in using evidence to weaken the opposing position than peers who only argued¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Experimental (A&R) participants improved more than control (A) participants in Weakening-Other evidence usage from initial to final assessment, with a significant condition-by-time interaction. → Iordanou 2022 q3 i? At final assessment more experimental condition participants used Weakening-Other units at least once than control condition participants. → Iordanou 2022 (2)

Evidence¶

Iordanou 2022¶

Iordanou, K. (2022). Supporting strategic and meta-strategic development of argument skill: the role of reflection. Metacognition and Learning, 17, 399–425. https://doi.org/10.1007/s11409-021-09289-1

q3 · i? · causal · r1

GLMM (Poisson) on essays of 19 students per condition from two equivalent 6th-grade classes, one randomly assigned to A&R and one to argumentation-only. The condition-by-time interaction was significant, "F(1, 72) = 7.095, p = 0.010"; A&R rose from M = 0.105 to M = 1.842 Weakening-Other units versus 0.158 to 0.737 for controls. No effect size printed.

"The interaction between condition and time was significant, F(1, 72) = 7.095, p = 0.010. Both the fixed effect of time, F(1, 72) = 28.381, p < 0.001, and the fixed effect of condition were significant"

Iordanou 2022 (2)¶

Iordanou, K. (2022). Supporting strategic and meta-strategic development of argument skill: the role of reflection. Metacognition and Learning, 17, 399–425. https://doi.org/10.1007/s11409-021-09289-1

q3 · i? · causal · r2

Individual-level analysis (Table 2) confirmed the group-level result: both conditions had n = 2 users of Weakening-Other units initially, but at final assessment "(n = 14)" experimental versus "( n = 9)" control participants used them, Fisher's Exact Test p = 0.033. Only a p-value is printed.

"there was a significant difference at the final assessment, where more experimental condition (A&R) participants (n = 14) used Weakening-Other units compared to control condition (A) participants ( n = 9), (p = 0.033, Fisher's Exact Test)"

Discussion¶

Related Claims¶

• The two conditions performed comparably in using evidence to support their own position, the less demanding argument function — related
• Both partnered and comparison groups advanced in individual dialogic argument skills, demonstrating transfer of higher-order skills from social to individual level — related
• Meta-level (meta-strategic and epistemic) talk in the two conditions followed a comparable pattern until reflective activities were introduced, after which the patterns differed — related
• Microgenetic analysis showed the reflection condition diverged from the control condition in Weakening-Other usage only after reflective activities were introduced — related
• Adding reflective activities to dialogic argumentation produced greater content-knowledge gains on the intervention topic than argumentation practice alone — related
• Argumentation Improves Reasoning — related
• Students became better able to develop arguments even prior to interacting with LLMs, per the authors' interpretation of initial-draft gains — related
• Open inquiry enhances students' science literacy and related skills such as environmental literacy, argumentation, autonomy and reflection — related