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Apprenticeship as a Developmental Mechanism in Argumentation Skill Development.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Apprenticeship as a Developmental Mechanism in Argumentation Skill Development./
Author:	Song, Yu.
Description:	1 online resource (138 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-06, Section: B.
Contained By:	Dissertations Abstracts International85-06B.
Subject:	Developmental psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798381184006

Apprenticeship as a Developmental Mechanism in Argumentation Skill Development.
Song, Yu.

Apprenticeship as a Developmental Mechanism in Argumentation Skill Development. - 1 online resource (138 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: B.

Thesis (Ph.D.)--Columbia University, 2024.

Includes bibliographical references

Argumentation is widely regarded as both a productive path and a critical objective of education. However, poor performance remains a serious problem at all ages in assessments of expository writing in which students are asked to make an argument in support of a claim. An apprenticeship model is proposed as a mechanism in the development of skill in dialogic argumentation, with this skill serving as a bridge to individual written argument. In a multi-week intervention, young adolescents were paired with a series of both more skilled and similarly skilled partners, anonymously, in conducting one-on-one electronic dialogs on controversial issues. A comparison group was included who engaged in the same intervention and assessments, but their dialogic partners were confined to similar ability peers. The more skilled adult partner displayed skilled forms of counterargument and use of evidence to support claims as well as frequent questioning with respect to the partner's statements and meta-talk about the discourse itself. Effects on students' individual argument skill on a new topic were assessed by means of both a (solitary) individually constructed dialog and an individual essay. In both the dialogs and essays, the experimental group showed greater skills in using evidence to support a claim, generating advanced counterarguments, and constructing integrative critical arguments coordinating two contrasting claims, relative to the comparison group. These results lend support to the power of apprenticeship in individual argument skill development. Both groups also advanced in individual dialogic argument skills following their engagement in argumentation, a result thereby demonstrating the passage of higher-order intellectual skills from a social to individual level. Besides their educational implications, the theoretical significance of these results in relation to both an apprenticeship model and a dialogical model of argument skill development was discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381184006Subjects--Topical Terms:

557458
Developmental psychology.
Subjects--Index Terms:

ApprenticeshipIndex Terms--Genre/Form:

554714
Electronic books.

Apprenticeship as a Developmental Mechanism in Argumentation Skill Development.
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520 $a Argumentation is widely regarded as both a productive path and a critical objective of education. However, poor performance remains a serious problem at all ages in assessments of expository writing in which students are asked to make an argument in support of a claim. An apprenticeship model is proposed as a mechanism in the development of skill in dialogic argumentation, with this skill serving as a bridge to individual written argument. In a multi-week intervention, young adolescents were paired with a series of both more skilled and similarly skilled partners, anonymously, in conducting one-on-one electronic dialogs on controversial issues. A comparison group was included who engaged in the same intervention and assessments, but their dialogic partners were confined to similar ability peers. The more skilled adult partner displayed skilled forms of counterargument and use of evidence to support claims as well as frequent questioning with respect to the partner's statements and meta-talk about the discourse itself. Effects on students' individual argument skill on a new topic were assessed by means of both a (solitary) individually constructed dialog and an individual essay. In both the dialogs and essays, the experimental group showed greater skills in using evidence to support a claim, generating advanced counterarguments, and constructing integrative critical arguments coordinating two contrasting claims, relative to the comparison group. These results lend support to the power of apprenticeship in individual argument skill development. Both groups also advanced in individual dialogic argument skills following their engagement in argumentation, a result thereby demonstrating the passage of higher-order intellectual skills from a social to individual level. Besides their educational implications, the theoretical significance of these results in relation to both an apprenticeship model and a dialogical model of argument skill development was discussed.
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