Critical Perspective Taking: Promoting and Assessing Online Written Argumentation for Dialogic Focus

Abstract

In this article, we consider the impact of classroom instruction and an online argumentation tool (AT) on students' written argumentation and 21st century skill development. Drawing on a wider study of 1:1 digital schools in Auckland, New Zealand, we examine the three-way relationship between argumentation teaching, student use of an online discussion board, and evidence of perspective taking. Longitudinal data from six elementary schools are analyzed, including 17 observations (in which the teaching focus was a nominated 21st century skill) and 253 student-written posts. Developmental profiles of student argumentation were determined using Kuhn and Crowell's (2011) taxonomy of argumentation function demonstrating potential for (1) instructional focus and (2) practice or "dosage" effects. Integrated student argumentation profiles acknowledging the benefits of other perspectives were found to co-occur with a higher focus on argumentation instruction, but without increases in students' critical reasoning. In addition to focus effects, repeated use of the AT suggests that stronger dosages positively influence student perspective integration. The implications for perspective taking and critical thinking through argumentation are discussed in relation to citizenship and resilience in 21st century digital contexts.

Creencias docentes acerca de la enseñanza de la argumentación en el ciclo básico de formación

“…La evidencia disponible muestra que las habilidades argumentativas se desarrollan a través de la participación en prácticas argumentativas con cuidadores y profesores (McNaughton et al, 2019) y entre pares (Felton, 2004;Felton y Kuhn, 2001;Iordanou et al, 2019). Más aún, la evidencia muestra que la argumentación oral y escrita se potencia mutuamente (Chen et al, 2016) y que apoyos instruccionales directos específicos como pautas o andamios tienen efectos positivos en la escritura argumentativa de estudiantes universitarios (Larraín y Burrows, 2020).…”