{"title":"通过论证调查气候变化:有目的的提问支持论证和知识获取。","authors":"Kalypso Iordanou, Deanna Kuhn","doi":"10.1037/xap0000534","DOIUrl":null,"url":null,"abstract":"<p><p>Over several weeks, 125 young adolescents engaged deeply with the topic of climate change in a discourse-based program designed to build argumentation skills. We put to a test the hypothesis that information on this complex and critical topic is best acquired and made use of in argument if acquiring it is experienced as having purpose and able to fulfill a role in argument. Activities in an experimental condition followed the program's practice of making available topic-related information in the form of brief questions and answers on an as-requested basis. Offered to them as a potential resource in peer dialogs on the topic, throughout the activity participants selected questions they wished answers to, and these were provided. Students in a comparison condition followed the traditional classroom practice of being assigned to read an introductory text as background information on the topic. It contained information identical to that in the questions and answer cards experimental group participants chose to access. Under both conditions, all information remained available once accessed. Both groups benefited in knowledge gain, as well as skill development in coordinating evidence with claims in final essays. However, the experimental group showed greater knowledge as well as skill gain, and a difference we suggest is attributable to the knowledge gained having an anticipated purpose making them more likely to make use of it. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Investigating climate change through argumentation: Purposeful questioning supports argumentation and knowledge acquisition.\",\"authors\":\"Kalypso Iordanou, Deanna Kuhn\",\"doi\":\"10.1037/xap0000534\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Over several weeks, 125 young adolescents engaged deeply with the topic of climate change in a discourse-based program designed to build argumentation skills. We put to a test the hypothesis that information on this complex and critical topic is best acquired and made use of in argument if acquiring it is experienced as having purpose and able to fulfill a role in argument. Activities in an experimental condition followed the program's practice of making available topic-related information in the form of brief questions and answers on an as-requested basis. Offered to them as a potential resource in peer dialogs on the topic, throughout the activity participants selected questions they wished answers to, and these were provided. Students in a comparison condition followed the traditional classroom practice of being assigned to read an introductory text as background information on the topic. It contained information identical to that in the questions and answer cards experimental group participants chose to access. Under both conditions, all information remained available once accessed. Both groups benefited in knowledge gain, as well as skill development in coordinating evidence with claims in final essays. However, the experimental group showed greater knowledge as well as skill gain, and a difference we suggest is attributable to the knowledge gained having an anticipated purpose making them more likely to make use of it. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>\",\"PeriodicalId\":48003,\"journal\":{\"name\":\"Journal of Experimental Psychology-Applied\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2025-05-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Experimental Psychology-Applied\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1037/xap0000534\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, APPLIED\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Experimental Psychology-Applied","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/xap0000534","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, APPLIED","Score":null,"Total":0}
引用次数: 0
摘要
在几个星期的时间里,125名青少年在一个旨在培养辩论技巧的以话语为基础的项目中深入探讨了气候变化这个话题。我们对这个假设进行了测试,即如果获得的信息是有目的的,并且能够在论证中发挥作用,那么关于这个复杂而关键的主题的信息最好是获得的,并在论证中得到利用。实验条件下的活动遵循了该计划的惯例,即根据要求以简短的问题和答案的形式提供与主题相关的信息。在整个活动中,参与者选择他们希望回答的问题,并提供给他们作为关于该主题的同伴对话的潜在资源。比较组的学生遵循传统的课堂实践,被要求阅读一篇介绍性文章作为主题的背景信息。它包含的信息与实验组参与者选择访问的问题和答案卡中的信息相同。在这两种情况下,所有信息在被访问后仍然可用。两组学生都受益于知识的获得,以及在最终论文中协调证据和观点的技能的发展。然而,实验组表现出更多的知识和技能收获,我们认为这种差异是由于获得的知识有一个预期的目的,使他们更有可能利用它。(PsycInfo Database Record (c) 2025 APA,版权所有)。
Investigating climate change through argumentation: Purposeful questioning supports argumentation and knowledge acquisition.
Over several weeks, 125 young adolescents engaged deeply with the topic of climate change in a discourse-based program designed to build argumentation skills. We put to a test the hypothesis that information on this complex and critical topic is best acquired and made use of in argument if acquiring it is experienced as having purpose and able to fulfill a role in argument. Activities in an experimental condition followed the program's practice of making available topic-related information in the form of brief questions and answers on an as-requested basis. Offered to them as a potential resource in peer dialogs on the topic, throughout the activity participants selected questions they wished answers to, and these were provided. Students in a comparison condition followed the traditional classroom practice of being assigned to read an introductory text as background information on the topic. It contained information identical to that in the questions and answer cards experimental group participants chose to access. Under both conditions, all information remained available once accessed. Both groups benefited in knowledge gain, as well as skill development in coordinating evidence with claims in final essays. However, the experimental group showed greater knowledge as well as skill gain, and a difference we suggest is attributable to the knowledge gained having an anticipated purpose making them more likely to make use of it. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
期刊介绍:
The mission of the Journal of Experimental Psychology: Applied® is to publish original empirical investigations in experimental psychology that bridge practically oriented problems and psychological theory. The journal also publishes research aimed at developing and testing of models of cognitive processing or behavior in applied situations, including laboratory and field settings. Occasionally, review articles are considered for publication if they contribute significantly to important topics within applied experimental psychology. Areas of interest include applications of perception, attention, memory, decision making, reasoning, information processing, problem solving, learning, and skill acquisition.