探究与论证技能培养相结合

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Si Xiao, Deanna Kuhn
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引用次数: 0

摘要

科学思维能力中的论证和探究系列是相互重叠的。然而,研究人员很少将它们放在一起研究,而是只关注其中之一。在此,我们假设,与单纯的论证干预相比,加入额外的以探究为重点的干预会增强已知能成功培养论证技能的既定干预的效果。一组青少年只参加论证(A),另一组青少年参加论证和探究(A&I),他们在两周时间里每天参加其中一个或另一个强化干预小组,每次四小时。两组在论证技能方面都取得了预期的进步,但 A&I 组在使用证据支持论点、更有力的反驳形式以及将对立论点相互联系起来的综合论证方面的进步更大。A&I组在调和对立主张方面表现出特别的优势,这是一种认识论理解,是科学思维的核心。这些研究结果表明,在一个更广泛的框架内对论证技能的发展进行概念化是有价值的,这个框架既包括调查成分,也包括协调主张和证据的技能,这是论证的基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.

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来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
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.
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