Concept of Evidence and the Quality of Evidence-Based Reasoning in Elementary Students |
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Authors: | Miralda-Banda Andrea Garcia-Mila Merce Felton Mark |
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Affiliation: | 1.Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain ;2.Department of Teacher Education, San Jose State University, San José, CA, USA ;3.Pg.Vall d’Hebron, 171, 08035, Barcelona, Spain ; |
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Abstract: | The present study has two goals: to explore elementary students’ understanding of evidence and the ways they deploy it to construct arguments, and to examine whether eliciting their concept of evidence during argumentation improves students’ evidence-based reasoning. Individual semi-structured interviews were conducted with 4th and 6th graders (N?=?66) in a public school in Mexico. We found significant differences between groups regarding the concept of evidence, with better performance in the older group. A positive correlation between the concept of evidence and the quality of evidence-based reasoning was found. Also, three performance profiles were observed after eliciting the concept of evidence when grade was excluded as a factor. Results suggest that the concept of evidence plays an essential role in developing argumentative competence in pre-adolescence. |
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