Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 506475
Title Considering students’ epistemic beliefs to facilitate their argumentative discourse and attitudinal change with a digital dialogue game
Author(s) Noroozi, Omid
Source Innovations in Education and Teaching International 55 (2018)3. - ISSN 1470-3297 - p. 357 - 365.
DOI http://dx.doi.org/10.1080/14703297.2016.1208112
Department(s) Education and Competence Studies
WASS
Publication type Refereed Article in a scientific journal
Publication year 2018
Keyword(s) Argumentation - attitudinal change - dialogue - digital game - epistemic beliefs
Abstract

This study explores whether and how higher education students with various epistemic beliefs engage in argumentative discourse and shift their attitude within a digital dialogue game. Students were assigned to groups of four or five and asked to argue and explore various perspectives of four controversial issues of environmental education in four consecutive weeks that each lasted 90 min. The results showed the digital dialogue game can guide students towards a desired mode of interaction and argumentative discourse. Students’ epistemic beliefs were seen to be an important factor for their attitudinal change. Furthermore, students’ epistemic beliefs contributed to their style and frequency of particular types of argumentative discourse. Multiplists engaged in argumentative discourse activities differently than Evaluativists during the argumentative discourse. Explanations for these results, implications, limitations and suggestions for future work are provided.

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