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Deliberation versus Dispute: The Impact of Argumentative Discourse Goals on Learning and Reasoning in the Science Classroom
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Researchers in science education have converged on the viewthat argumentation can be an effective intervention for promoting knowledge construction in science classrooms.However, the impact of such interventions may be mediated by individuals’ task goals while arguing. In argumentative discourse, one can distinguish two overlapping but distinct kinds of activity: dispute and deliberation. In dispute the goal is to defend a conclusion by undermining alternatives, whereas in deliberation the goal is to arrive at a conclusion by contrasting alternatives. In this study, we examine the impact of these discourse goals on both content learning and argument quality in science.
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“Deliberative dialogues, compared to persuasive dialogues, also help students to elaborate two-sided essays i.e. texts, which involve argument-counterargument integration, mitigating the effects of confirmation-bias (Felton et al., 2009;Villarroel et al., 2016).”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Felton et al., 2009
In the citing paper
“Although the refutation strategy allows the problem space to be explored, it does not encourage two sided-reasoning as much as weighting or synthesis/designing claims, which are much more integrative strategies (Felton et al., 2009;Nussbaum & Schraw, 2007).”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Felton et al., 2009
In the citing paper
“Changes in oral argumentation skills have been shown to transfer to written performance (Felton et al., 2009;Reznitskaya et al., 2001).”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Felton et al., 2009
In the citing paper
“Several studies had already shown the benefits of dialogic activities in argumentative writing processes (Crowell & Kuhn, 2014;Kuhn & Crowell, 2011;Kuhn et al., 2016;Litosseliti et al., 2005;Reznitskaya et al., 2001), especially when these dialogues are raised with a deliberative rather than persuasive goal (Felton et al., 2009(Felton et al., , 2015b(Felton et al., , 2019;;Villarroel et al., 2016)”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Felton et al., 2009
In the citing paper
“This evidence is consistent with previous research in which deliberative dialogues, compared with persuasive dialogues, favoured the integration of arguments and counterarguments (Felton et al., 2009(Felton et al., , 2015b)).”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Felton et al., 2009
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“However, their ability to integrate and critically assess their own arguments and the arguments of others seems to be less developed (Felton et al., 2009, 2015; Kuhn & Udell, 2007; Simonneaux, 2001).”
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“Discussing different views may also lead to disputative argumentation, in which discussants defend a viewpoint and convince opponents by undermining alternative viewpoints (Asterhan & Schwarz, 2016; Felton et al., 2009).”
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“Unlike K-12 argumentation activities (e.g. Felton et al., 2009; Garcia-Mila et al., 2013; Polo et al., 2017) wherein emphasis is placed on formally and dialogically arguing from evidence as students seek to develop an improved understanding of a topic, the classroom debates examined in this study…”
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“This de fi nition posits argumentation in a social space and lays the groundwork for common descriptions of “ deliberative argumentation ” which have been shown to be notably ‘ fruitful ’ for learning (Felton et al. 2009).”
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“These styles influence how learners regulate socio-cognitive conflict, integrate opposing viewpoints, and ultimately build knowledge (Butera et al., 2019; Felton et al., 2009 ).”
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Medina, S. G., García-Milà, M., & Felton, M. K. (2009) · Dialnet (Universidad de la Rioja)
Self-citation
Metadata
- Authors
- Felton, M., Garcia-Mila, M., & Gilabert, S.
- Affiliations
- San Jose State University (US)
- Universitat de Barcelona (ES)
- Corresponding author
- Felton, Mark
- Venue
- Informal Logic
- Publisher
- University of Windsor Leddy Library
- Published
- 2009-12-17
- Volume
- 29
- Issue
- 4
- Pages
- 417
- ISSN
- 0824-2577 (ISSN-L)
- OpenAlex
- W1671099834
- Cited by
- 122
- References
- 50
- Citations by year
- 2026: 10 · 2025: 7 · 2024: 6 · 2023: 13 · 2022: 8 · 2021: 11 · 2020: 7 · 2019: 15 · 2018: 5 · 2017: 8 · 2016: 15 · 2015: 6 · 2014: 3 · 2013: 3 · 2012: 1
- FWCI
- 7.03
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Informal Logic (publishedVersion)
- San José State University ScholarWorks (San Jose State University) (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Harvard University
- Generalitat de Catalunya
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Education › Education and Critical Thinking Development
- Keywords
- argumentation, deliberation, disputes, task goals, argument quality, science learning, knowledge construction, reasoning, science classroom discourse
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