Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions
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Evaluative knowledge and generative knowledge refer to different steps of the argumentation process.
“Evaluative knowledge and generative knowledge refer to the different steps of the argumentation process.”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Hefter et al. (2014)
For Hefter et al. (2014), knowing how to elaborate counterarguments is not essential when identifying arguments and their strength from evidence and pseudo-evidence.
“For these authors, it is not essential to know how to elaborate argumentative elements such as counterarguments when identifying arguments and their strength based on the evidence and pseudo-evidence.”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Hefter et al. (2014)
Hefter et al. (2014) proposed three components of argumentation skills: evaluative knowledge, generative knowledge, and argument quality.
“These authors adapted Kuhn's (1991Kuhn's ( , 2005) ) argumentation model, proposing three 1 3 components of argumentation skills: evaluative knowledge, generative knowledge and argument quality.”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Hefter et al. (2014)
According to Hefter et al. (2014), high argument quality requires an own position built from theory, genuine evidence, alternative theory, counterargument, rebuttal, and synthesis.
“According to Hefter et al. (2014), high argument quality requires elaborating an own position built of theory, genuine evidence, alternative theory, counterargument, rebuttal and synthesis.”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Hefter et al. (2014)
High-quality argumentation requires both evaluative and generative processes.
“However, high quality argumentation requires both processes.”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Hefter et al. (2014)
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- Authors
- Hefter, M. H., Berthold, K., Renkl, A., Riess, W., Schmid, S., & Fries, S.
- Affiliations
- Bielefeld University (DE)
- University of Freiburg (DE)
- University of Education Freiburg (DE)
- University of Regensburg (DE)
- Corresponding author
- Hefter, Markus H.
- Venue
- Instructional Science
- Published
- 2014-05-06
- Volume
- 42
- Issue
- 6
- Pages
- 929-947
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W1968362912
- Cited by
- 63
- References
- 50
- Citations by year
- 2025: 6 · 2024: 7 · 2023: 4 · 2022: 8 · 2021: 7 · 2020: 9 · 2019: 3 · 2018: 7 · 2017: 5 · 2016: 4 · 2015: 3
- FWCI
- 20.57
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Instructional Science (publishedVersion)
- University of Regensburg Publication Server (University of Regensburg) (acceptedVersion)
- PUB – Publications at Bielefeld University (Bielefeld University) (submittedVersion)
- Funders
- Deutsche Forschungsgemeinschaft
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- argumentation skills, sustainable development, ecology education, evaluative knowledge, generative knowledge, argument quality, self-explanation, science education, informed citizenship
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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