Evaluating the Factor Structure of the Measure of Peer Argumentive Discourse Style in Science Context

• In Event: Innovative Ideas in Science Teaching and Learning

Abstract

Scientific argumentation has been recognized as a critical approach for facilitating students’ development of scientific literacy. Argumentative discourse styles are the rhetorical characteristics of argumentative discourse used by students in social interactions with a disagreeing peer. Prior research has examined the varieties of argumentative discourse styles that students adopt leading to positive or negative learning outcomes in science learning. The Peer Argumentive Discourse Style (PADS) was developed and validated by Asterhan (2018) in Israel to examine students’ behaviors in the learning process through argumentation. The PADS has been helpful in advancing the research of argumentative discourse styles. The current study aims to evaluate the factor structure of the PADS in the US context by using Confirmatory Factor Analysis.

Authors

• Xingya Xu, The Chinese University of Hong Kong
  Presenting Author

• Michelle M. Buehl, George Mason University
  Presenting Author