Argumentation Skills Mediate the Effect of Peer Argumentation on Content Knowledge in Middle-School Students

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dc.contributor.authorLarrain, Antonia
dc.contributor.authorSinger, Vivian
dc.contributor.authorStrasser, Katherine
dc.contributor.authorHowe, Christine
dc.contributor.authorLopez, Patricia
dc.contributor.authorPinochet, Jorge
dc.contributor.authorMoran, Camila
dc.contributor.authorSanchez, Alvaro
dc.contributor.authorSilva, Maximiliano
dc.contributor.authorVillavicencio, Constanza
dc.date.accessioned2025-01-20T22:18:03Z
dc.date.available2025-01-20T22:18:03Z
dc.date.issued2021
dc.description.abstractThere is compelling evidence that arguing with peers in educational contexts fosters students' content knowledge and argumentation skills. Indeed, curricula have already been developed that, through tailored support for peer argumentation. promote both content knowledge and argumentation skills simultaneously. However, we do not yet know how to optimize the occurrence of peer argumentation, although there are suggestions in the literature that computers may have a role to play. Likewise, there are uncertainties about the mechanisms through which the benefits of peer argumentation are achieved, especially whether (and how) there is interdependence across the two types of benefit. In this paper, we report a quasi-experimental study randomized at class level, which addresses these two issues. A total of 502 fourth-grade students and 20 classes and teachers covered a module in science under three conditions: (1) using a curriculum that was already known to promote peer argumentation and content knowledge (standard support). (2) using the same curriculum but with additional computer-based support (computer-enhanced support), and (3) a routinely taught control group. Students' argumentation skills and content knowledge were assessed. Content knowledge was assessed prior to and after the intervention, with immediate and delayed posttests. Multiple regression analyses showed that peer argumentation was indeed most frequent in the computer-enhanced condition. Moreover, on the basis of a multilevel path analysis, we found that individual contributions to peer argumentation had a direct effect on posttest argumentation skills and an indirect effect on posttest content knowledge, both immediate and delayed. The indirect effect of argumentation on delayed posttest content knowledge was mediated by immediate posttest knowledge and posttest argumentation skills.
dc.description.funderFondo de Fomento al Desarrollo Cientifico y Tecnologico de Chile (FONDEF) under Grants FONDEF IDeA
dc.fuente.origenWOS
dc.identifier.doi10.1037/edu0000619
dc.identifier.eissn1939-2176
dc.identifier.issn0022-0663
dc.identifier.urihttps://doi.org/10.1037/edu0000619
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/94566
dc.identifier.wosidWOS:000661461600006
dc.issue.numero4
dc.language.isoen
dc.pagina.final753
dc.pagina.inicio736
dc.revistaJournal of educational psychology
dc.rightsacceso restringido
dc.subjectpeer argumentation
dc.subjectcontent knowledge
dc.subjectargumentation skills
dc.subjecteffect
dc.subjectlearning
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación de calidad
dc.titleArgumentation Skills Mediate the Effect of Peer Argumentation on Content Knowledge in Middle-School Students
dc.typeartículo
dc.volumen113
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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