Facilitating justification, disconfirmation, and transparency in diagnostic argumentation

IF 1.8 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Zeitschrift Fur Padagogische Psychologie Pub Date : 2023-06-12 DOI:10.1024/1010-0652/a000363

Elisabeth Bauer, Michael Sailer, J. Kiesewetter, Martin R Fischer, Iryna Gurevych, F. Fischer

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Abstract

Abstract: Teachers need to learn complex skills in higher education, such as diagnostic argumentation. We suggest that relations between the argumentation facets justification, disconfirmation, and transparency are a relevant indicator for the quality of diagnostic argumentation. In an experimental study, we investigated whether automatic adaptive feedback – based on natural language processing – compared to static feedback facilitates relations between the argumentation facets in preservice teachers' diagnostic argumentation when learning with case-based simulations. A sample of N = 60 preservice teachers received adaptive or static feedback on their written explanations concerning simulated cases of pupils having behavioral or reading and writing problems. Using Epistemic Network Analysis, we analyzed learners' written explanations and found that adaptive feedback compared to static feedback facilitates relations between justification, disconfirmation, and transparency in preservice teachers' diagnostic argumentation. The results confirm that adaptivity is an important feature of effective feedback, which can be automated by methods of natural language processing.

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在诊断论证中促进论证、反驳和透明度

摘要:在高等教育中，教师需要学习复杂的技能，如诊断性论证。我们认为论证方面的证明、不证实和透明度之间的关系是诊断论证质量的一个相关指标。在一项实验研究中，我们调查了与静态反馈相比，基于自然语言处理的自动自适应反馈是否有助于职前教师在案例模拟学习中诊断性论证的各个方面之间的关系。N = 60名职前教师的样本收到了关于学生行为或阅读和写作问题的模拟案例的书面解释的适应性或静态反馈。使用认知网络分析，我们分析了学习者的书面解释，发现与静态反馈相比，自适应反馈促进了职前教师诊断论证的正当性、不确证性和透明度之间的关系。结果表明，自适应是有效反馈的一个重要特征，可以通过自然语言处理方法实现有效反馈的自动化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Zeitschrift Fur Padagogische Psychologie PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.70

自引率

4.80%

发文量

期刊介绍： Die Zeitschrift publiziert Beiträge aus dem Gesamtgebiet der Pädagogischen Psychologie. Alle eingereichten Beiträge werden einem anonymen Begutachtungsverfahren unterzogen ("blind peer-review").