The Effect of Group Work Argumentation on Physics Knowledge Gains: When Sustained Counterargumentation Matters

• In Event: Poster Session 9
  In Poster Session: Research in Science Learning and Teaching Poster Session 2

Abstract

Empirical evidence shows that group-work argumentation has a delayed effect on students’ conceptual development that may be mediated by cognitive development fostered by discussions. We conducted a quasi-experimental study aimed at exploring the mediational role played by argumentation skills in the effect of group-work argumentation on disciplinary content knowledge. 187 fourth-grade students participated in the study. Four teachers were invited to teach a thematic unit (Forces), with lesson plans especially developed to foster argumentation in the classroom. Four teachers taught as usual. Pre and post measures of students’ knowledge and argumentative skills were taken. Analyses showed that group-work individual argumentation predicted students’ delayed knowledge after controlling initial levels of learning, but argumentation skills gains had an effect on learning.

Authors

• Antonia Larrain, Universidad Alberto Hurtado

• Valeska Grau, Pontificia Universidad Católica de Chile