Learning science through argumentative synthesis writing and deliberative dialogues: a comprehensive and effective methodology in secondary education

Scientific literacy can be promoted through oral and written argumentative practice. Collaborative discourse has proven effective in fostering conceptual understanding, especially when discussions are developed under deliberative goals. Likewise, writing tasks as argumentative syntheses stand out fo...

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Detalles Bibliográficos
Autores: Casado Ledesma, Lidia, Cuevas Fernández, María Isabel, Martín Ortega, Elena
Tipo de recurso: artículo
Fecha de publicación:2021
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/700704
Acceso en línea:http://hdl.handle.net/10486/700704
https://dx.doi.org/10.1007/s11145-021-10191-0
Access Level:acceso abierto
Palabra clave:Deliberative discussions
Learning science
Secondary education
Written synthesis
Educación
Psicología
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spelling Learning science through argumentative synthesis writing and deliberative dialogues: a comprehensive and effective methodology in secondary educationCasado Ledesma, LidiaCuevas Fernández, María IsabelMartín Ortega, ElenaDeliberative discussionsLearning scienceSecondary educationWritten synthesisEducaciónPsicologíaScientific literacy can be promoted through oral and written argumentative practice. Collaborative discourse has proven effective in fostering conceptual understanding, especially when discussions are developed under deliberative goals. Likewise, writing tasks as argumentative syntheses stand out for its epistemic value and its contribution to constructive learning processes. However, there are no known educational interventions that have combined these two didactic activities to teach science. The objective of this research was to compare the impact of four intervention programs, based on deliberative dialogues and argumentative synthesis writing activities, on the learning of socio-scientific content. The four programs resulted from the combination of two instructional components (Explicit Instruction; Guide), while deliberative dialogues and argumentative syntheses were constant elements. We conducted a pre-post quasi-experimental study in which participated 151 Spanish third grade secondary school students. Socio-scientific learning was evaluated through a content test made up of open questions. The results showed all students progressed in their socio-scientific knowledge. Instructional practices did not have a direct effect on content learning. However, we observed an indirect effect of explicit instruction on learning socio-scientific content, through learning of argumentative synthesis writing. Besides, we found a positive relation between progression in synthesis writing and knowledge acquisitionOpen Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. The present study was supported by the Ministerio de Educación y Formación Profesional (Spain) under Grant for the Formación de Personal Investigador (FPU16/01454), and by the Ministerio de Ciencia e Innnovación State program oriented to the challenges of society (I + D + I) (PID2019-105250RB-I00)SpringerDepartamento de Psicología Evolutiva y de la EducaciónFacultad de Psicología20212021-08-14research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/700704https://dx.doi.org/10.1007/s11145-021-10191-0reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7007042026-06-23T12:46:27Z
dc.title.none.fl_str_mv Learning science through argumentative synthesis writing and deliberative dialogues: a comprehensive and effective methodology in secondary education
title Learning science through argumentative synthesis writing and deliberative dialogues: a comprehensive and effective methodology in secondary education
spellingShingle Learning science through argumentative synthesis writing and deliberative dialogues: a comprehensive and effective methodology in secondary education
Casado Ledesma, Lidia
Deliberative discussions
Learning science
Secondary education
Written synthesis
Educación
Psicología
title_short Learning science through argumentative synthesis writing and deliberative dialogues: a comprehensive and effective methodology in secondary education
title_full Learning science through argumentative synthesis writing and deliberative dialogues: a comprehensive and effective methodology in secondary education
title_fullStr Learning science through argumentative synthesis writing and deliberative dialogues: a comprehensive and effective methodology in secondary education
title_full_unstemmed Learning science through argumentative synthesis writing and deliberative dialogues: a comprehensive and effective methodology in secondary education
title_sort Learning science through argumentative synthesis writing and deliberative dialogues: a comprehensive and effective methodology in secondary education
dc.creator.none.fl_str_mv Casado Ledesma, Lidia
Cuevas Fernández, María Isabel
Martín Ortega, Elena
author Casado Ledesma, Lidia
author_facet Casado Ledesma, Lidia
Cuevas Fernández, María Isabel
Martín Ortega, Elena
author_role author
author2 Cuevas Fernández, María Isabel
Martín Ortega, Elena
author2_role author
author
dc.contributor.none.fl_str_mv Departamento de Psicología Evolutiva y de la Educación
Facultad de Psicología
dc.subject.none.fl_str_mv Deliberative discussions
Learning science
Secondary education
Written synthesis
Educación
Psicología
topic Deliberative discussions
Learning science
Secondary education
Written synthesis
Educación
Psicología
description Scientific literacy can be promoted through oral and written argumentative practice. Collaborative discourse has proven effective in fostering conceptual understanding, especially when discussions are developed under deliberative goals. Likewise, writing tasks as argumentative syntheses stand out for its epistemic value and its contribution to constructive learning processes. However, there are no known educational interventions that have combined these two didactic activities to teach science. The objective of this research was to compare the impact of four intervention programs, based on deliberative dialogues and argumentative synthesis writing activities, on the learning of socio-scientific content. The four programs resulted from the combination of two instructional components (Explicit Instruction; Guide), while deliberative dialogues and argumentative syntheses were constant elements. We conducted a pre-post quasi-experimental study in which participated 151 Spanish third grade secondary school students. Socio-scientific learning was evaluated through a content test made up of open questions. The results showed all students progressed in their socio-scientific knowledge. Instructional practices did not have a direct effect on content learning. However, we observed an indirect effect of explicit instruction on learning socio-scientific content, through learning of argumentative synthesis writing. Besides, we found a positive relation between progression in synthesis writing and knowledge acquisition
publishDate 2021
dc.date.none.fl_str_mv 2021
2021-08-14
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/700704
https://dx.doi.org/10.1007/s11145-021-10191-0
url http://hdl.handle.net/10486/700704
https://dx.doi.org/10.1007/s11145-021-10191-0
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
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