| Autor: |
Malloy, Jacquelynn A., Tracy, Kelly N., Scales, Roya Q., Menickelli, Kristin, Scales, W. David |
| Předmět: |
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| Zdroj: |
Journal of Literacy Research; Mar2020, Vol. 52 Issue 1, p79-100, 22p |
| Abstrakt: |
This research sought to develop argument as a problem-solving process by adding debate to social studies instruction with three groups of fifth-grade students. This design-based research (DBR) reports on the ways that instruction was refined across three topical units to develop argumentative agency and a critical participatory literacy. Students addressed current issues extended from historical events and engaged in issues collaboratively through debates, then individually in their writing. DBR approaches afforded a description of the factors that enhanced and inhibited argument development across the debate cycles and chronicled the modifications that were put in place to refine the instruction. A retrospective analysis led to pedagogical assertions that illuminate what was learned about the interrelationship of oral and written argument and the instructional refinements that were required to support arguments as a means of solving problems. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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