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Improving Written Argumentative Synthesis by Teaching the Integration of Conflicting Information from Multiple Sources |
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| Authors: | Mar Mateos Elena Martín Isabel Cuevas Ruth Villalón Isabel Martínez Jara González-Lamas |
| Institution: | 1. Department of Basic Psychology, Autonomous University of Madrid, Madrid, Spainmar.mateos@uam.es;3. Department of Developmental and Educational Psychology, Autonomous University of Madrid, Madrid, Spain;4. Department of Education, University of Cantabria, Santander, Spain;5. Faculty of Education, International University of La Rioja, Logro?o, Spain;6. Faculty of Social Sciences and Education, Camilo José Cela University, Madrid, Spain |
| Abstract: | The goal of this study was to assess the effectiveness of 2 different types of intervention aimed at improving written argumentative synthesis by integrating conflicting information from different sources. Both interventions combined the use of a guide with collaborative practice, but one of them also included explicit strategy instruction. Only students who received additional explicit instruction showed an improved ability to integrate conflicting information and increased the number of arguments they selected from the sources. |
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