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Inquiry and Argumentation Skill Development May Work in Conjunction
Inquiry and Argumentation Skill Development May Work in Conjunction
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152139
- ISBN
- 9798383572429
- DDC
- 136
- 저자명
- Xiao, Si.
- 서명/저자
- Inquiry and Argumentation Skill Development May Work in Conjunction
- 발행사항
- [Sl] : Columbia University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 154 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
- 주기사항
- Advisor: Kuhn, Deanna.
- 학위논문주기
- Thesis (Ph.D.)--Columbia University, 2024.
- 초록/해제
- 요약Inquiry as well as argumentation are both central to scientific reasoning. Most educational studies tend to focus exclusively either on the inquiry process or on argumentation. The present study aims to examine the development of inquiry skills and argumentation in conjunction with one another. A sample of 50 Chinese students, aged 10-12, participated in an entirely remote intervention due to the COVID-19 pandemic. Participants were randomly assigned to one of the two conditions, each an equivalent two weeks in duration and four hours each day from Monday to Friday. One condition focused on argumentation and the other on inquiry-enriched argumentation. The results demonstrate that an online intervention can produce comparable positive cognitive outcomes to in-person interventions. Additionally, students who received a supplemental inquiry activity exhibited fruitful outcomes in argumentive development and were capable of recognizing that multiple factors can work in concert to affect an outcome. However, the half-hour daily inquiry practice may not be sufficient to render full mastery of multivariable causal inference skills. Students in the inquiry-enriched argumentation condition employed more evidence in their essays as a result of targeted practice in evaluating claims in relation to evidence, a critical feature of the inquiry intervention.
- 일반주제명
- Developmental psychology
- 일반주제명
- Experimental psychology
- 일반주제명
- Epistemology
- 일반주제명
- Cognitive psychology
- 키워드
- Argument
- 키워드
- Culture
- 키워드
- Discourse
- 키워드
- Inquiry skills
- 기타저자
- Columbia University TC: Developmental Psychology
- 기본자료저록
- Dissertations Abstracts International. 86-01A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798383572429
■035 ▼a(MiAaPQ)AAI31484636
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a136
■1001 ▼aXiao, Si.
■24510▼aInquiry and Argumentation Skill Development May Work in Conjunction
■260 ▼a[Sl]▼bColumbia University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a154 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-01, Section: A.
■500 ▼aAdvisor: Kuhn, Deanna.
■5021 ▼aThesis (Ph.D.)--Columbia University, 2024.
■520 ▼aInquiry as well as argumentation are both central to scientific reasoning. Most educational studies tend to focus exclusively either on the inquiry process or on argumentation. The present study aims to examine the development of inquiry skills and argumentation in conjunction with one another. A sample of 50 Chinese students, aged 10-12, participated in an entirely remote intervention due to the COVID-19 pandemic. Participants were randomly assigned to one of the two conditions, each an equivalent two weeks in duration and four hours each day from Monday to Friday. One condition focused on argumentation and the other on inquiry-enriched argumentation. The results demonstrate that an online intervention can produce comparable positive cognitive outcomes to in-person interventions. Additionally, students who received a supplemental inquiry activity exhibited fruitful outcomes in argumentive development and were capable of recognizing that multiple factors can work in concert to affect an outcome. However, the half-hour daily inquiry practice may not be sufficient to render full mastery of multivariable causal inference skills. Students in the inquiry-enriched argumentation condition employed more evidence in their essays as a result of targeted practice in evaluating claims in relation to evidence, a critical feature of the inquiry intervention.
■590 ▼aSchool code: 0054.
■650 4▼aDevelopmental psychology
■650 4▼aExperimental psychology
■650 4▼aEpistemology
■650 4▼aCognitive psychology
■653 ▼aArgument
■653 ▼aCulture
■653 ▼aDiscourse
■653 ▼aInquiry skills
■653 ▼aMultivariable reasoning
■653 ▼aArgumentive development
■690 ▼a0620
■690 ▼a0633
■690 ▼a0623
■690 ▼a0393
■71020▼aColumbia University▼bTC: Developmental Psychology.
■7730 ▼tDissertations Abstracts International▼g86-01A.
■790 ▼a0054
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163138▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
