| dc.contributor | FONDECYT | en-US |
| dc.creator | Larrain, Antonia; Universidad Alberto Hurtado | |
| dc.creator | Howe, Christine; University of Cambridge | |
| dc.creator | Cerda, Julieta; Universidad Alberto Hurtado | |
| dc.date | 2014-11-04 | |
| dc.date.accessioned | 2020-10-29T15:02:48Z | |
| dc.date.available | 2020-10-29T15:02:48Z | |
| dc.identifier | http://www.psykhe.cl/index.php/psykhe/article/view/712 | |
| dc.identifier | 10.7764/psykhe.23.2.712 | |
| dc.identifier.uri | https://revistaschilenas.uchile.cl/handle/2250/157298 | |
| dc.description | Peers’ discussion of contradictory ideas has been proven to promote students’ learning. Some empirical evidence suggests that whole-class argumentation has similar benefits, but there is no clarity yet on whether discussion accounts for this effect. This study aimed at testing the effects of different aspects of whole-class argumentation on science learning. A non-probabilistic sample of 220 students (aged 10 to 11 years) from 18 public schools in Santiago, Chile, participated in the study. Eleven teachers delivered lessons according to a teaching programme especially developed to foster argumentation (intervention group) and 7 teachers delivered lessons in their usual way (control group). Students were assessed individually using pre- and post-measures of learning, argumentative skills and attitudes toward science. The two formers were tests and the latter was a questionnaire. Lessons were videotaped. Factorial analysis and linear regression were conducted. Results showed that 2 factors predict a portion of the variance on learning: one factor composed of justificatory utterances and the other of students’ counter-arguments. These results suggest that contradiction among peers is not the only aspect of classroom argumentation that prompts learning. | en-US |
| dc.format | application/pdf | |
| dc.language | eng | |
| dc.publisher | Pontificia Universidad Católica de Chile | es-ES |
| dc.relation | http://www.psykhe.cl/index.php/psykhe/article/view/712/pdf_37 | |
| dc.rights | Una vez aceptado un artículo, los autores firmarán un formulario de transferencia de los derechos del artículo a Psykhe.El autor conservará los derechos intelectuales de la obra y transfiere los derechos patrimoniales a Psykhe. | es-ES |
| dc.rights | Once an article is accepted, authors will sign a form for transferring the rights of the article to Psykhe.The authors preserve the copyright of their work but transfer their royalties to Psykhe. | en-US |
| dc.source | Psykhe; Volumen 23, Número 2 (2014) | es-ES |
| dc.source | Psykhe; Volumen 23, Número 2 (2014) | en-US |
| dc.source | 07182228 | |
| dc.source | 07170297 | |
| dc.subject | Psicología en el aula | en-US |
| dc.subject | argumentation, science learning, discussion, dialogic teaching, effective teaching | en-US |
| dc.title | Argumentation in Whole-Class Teaching and Science Learning | en-US |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion | |
| dc.type | | en-US |
| dc.type | | en-US |
| dc.type | | es-ES |
| dc.type | | pt-BR |
