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 562988
Title Argumentation Competence: Students’ Argumentation Knowledge, Behavior and Attitude and their Relationships with Domain-Specific Knowledge Acquisition
Author(s) Valero Haro, Anahuac; Noroozi, Omid; Biemans, Harm; Mulder, Martin
Source Journal of Constructivist Psychology (2020). - ISSN 1072-0537
DOI https://doi.org/10.1080/10720537.2020.1734995
Department(s) Education and Learning Sciences
WASS
Publication type Refereed Article in a scientific journal
Publication year 2020
Abstract

Following constructivist paradigms for learning, this article explores the relationships between the components of argumentation competence (knowledge, behavior and attitude), their relationships with domain-specific knowledge acquisition, and the differences in argumentation behavior between successful and less-successful students. An exploratory study, with a pre- and post-test design, in an authentic, non-scaffolded, online learning environment was conducted. Contrary to our expectations, no significant relationships between the components of argumentation competence were found. Nevertheless, a significant relationship between argumentation behavior and domain-specific knowledge acquisition was found. Moreover, results suggested that the capacity of students to transfer argumentation behavior to similar argumentation tasks can be related to students’ domain-specific knowledge acquisition. Finally, successful students in terms of domain-specific knowledge acquisition scored higher with regard to their argumentation behavior than less-successful students. These findings are discussed followed by theoretical and practical implications and suggestion for future work.

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