{"title":"探究与论证技能培养相结合","authors":"Si Xiao, Deanna Kuhn","doi":"10.1016/j.cogdev.2024.101464","DOIUrl":null,"url":null,"abstract":"<div><p>The argument and inquiry families of scientific thinking skills overlap. Yet they rarely are investigated together, with researchers instead focusing on one or the other. Here we hypothesize that inclusion of an additional intervention focused on inquiry will enhance the outcome of an established intervention known to be successful in developing argument skills, compared to the argument intervention alone. An Argument only (A) and an Argument and Inquiry (A&I) group of young adolescents participated in one or the other of these intensive intervention groups for four hours daily over a two-week period. Both groups made progress in argument skills as expected, but the A&I group showed greater gains in use of evidence to support claims, stronger forms of counterargument, and integrative <em>however</em> arguments that connect opposing claims to one another. The A&I group showed a particular advantage in reconciling contrasting claims, an epistemological understanding that lies at the core of scientific thinking. These findings suggest the value of conceptualizing argument skill development in a broader framework that includes an investigative component as well as the skill of coordinating claims and evidence that is fundamental to argument.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Inquiry and argumentation skill development work in conjunction\",\"authors\":\"Si Xiao, Deanna Kuhn\",\"doi\":\"10.1016/j.cogdev.2024.101464\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The argument and inquiry families of scientific thinking skills overlap. Yet they rarely are investigated together, with researchers instead focusing on one or the other. Here we hypothesize that inclusion of an additional intervention focused on inquiry will enhance the outcome of an established intervention known to be successful in developing argument skills, compared to the argument intervention alone. An Argument only (A) and an Argument and Inquiry (A&I) group of young adolescents participated in one or the other of these intensive intervention groups for four hours daily over a two-week period. Both groups made progress in argument skills as expected, but the A&I group showed greater gains in use of evidence to support claims, stronger forms of counterargument, and integrative <em>however</em> arguments that connect opposing claims to one another. The A&I group showed a particular advantage in reconciling contrasting claims, an epistemological understanding that lies at the core of scientific thinking. These findings suggest the value of conceptualizing argument skill development in a broader framework that includes an investigative component as well as the skill of coordinating claims and evidence that is fundamental to argument.</p></div>\",\"PeriodicalId\":51422,\"journal\":{\"name\":\"Cognitive Development\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cognitive Development\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0885201424000492\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognitive Development","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0885201424000492","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
Inquiry and argumentation skill development work in conjunction
The argument and inquiry families of scientific thinking skills overlap. Yet they rarely are investigated together, with researchers instead focusing on one or the other. Here we hypothesize that inclusion of an additional intervention focused on inquiry will enhance the outcome of an established intervention known to be successful in developing argument skills, compared to the argument intervention alone. An Argument only (A) and an Argument and Inquiry (A&I) group of young adolescents participated in one or the other of these intensive intervention groups for four hours daily over a two-week period. Both groups made progress in argument skills as expected, but the A&I group showed greater gains in use of evidence to support claims, stronger forms of counterargument, and integrative however arguments that connect opposing claims to one another. The A&I group showed a particular advantage in reconciling contrasting claims, an epistemological understanding that lies at the core of scientific thinking. These findings suggest the value of conceptualizing argument skill development in a broader framework that includes an investigative component as well as the skill of coordinating claims and evidence that is fundamental to argument.
期刊介绍:
Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.