Preliminary Study on the Relationship Between Children’s Ability to Self-Assess Arguments and their Argument Skills: A Case Study on “Objects and Weights” in Third-Grade Elementary School Introducing Argumentation with Claims-Evidence-Reasoning

DOI Web Site 2 Citations 4 References Open Access

Bibliographic Information

Other Title
  • 児童におけるアーギュメント自己評価能力とアーギュメント構成能力の関係性についての予備的検討：
  • 主張－証拠－理由付けを含むアーギュメントを導入した小学校第3学年の単元「物と重さ」の事例

Search this article

Description

<p>The purpose of this study was to examine whether there is a relationship between children’s ability to self-assess arguments and argument skills, and if so, what kind of relationship exists. For this study, in order to examine the relationship between the two, a total of 65 children were surveyed via the task of describing their arguments as well as though the task of having the children self-evaluate their own arguments. These investigations were conducted during the implementation of the third- grade unit “Things and Weights,” which introduces an argument that included claim-evidence-reasoning. The results of the two surveys suggested the following: (1) children with high ability to self-assess arguments tended to have high argument skills, and (2) children with low ability to self-assess arguments tended to have low argument skills. Next, Interviews were conducted with 16 children who demonstrated varying levels of improvement in argument skills, asking for details of their self-assessment of their arguments. The results of the second survey revealed the following correlations: (1) children who were able to judge the success or failure of their own augments and to explain the problems of their own augments tended to have better argument skills, while (2) children who were unable to explain the problems of arguments tended not to have improved upon their argument skills.</p>

Journal

Citations (2)*help

See more

References(4)*help

See more

Related Projects

See more

Keywords

Details 詳細情報について

Report a problem

Back to top