Developing Social-Emotional and Argumentative Writing Skills Through Collaborative Discussions

• In Event: Novel Explorations of Collaboration and Connectedness in Social Contexts

Abstract

This study explored Collaborative Reasoning, a student-centered discussion approach, and its potential to support student social-emotional skills and argumentative writing. Pre-and post-survey questionnaires were analyzed to examine student social-emotional skills. Further, Ethnographic Network Analysis (ENA) was employed to understand student argumentative essay structures before and after participating in a series of CR discussions. The results indicated a statistically significant improvement in students' self-reported relationship skills. No statistically significant differences in social awareness and self-management skills were found. The ENA network showed that students presented more varied argumentative elements in their writing after engaging in CR. This study provides a specific case for educators seeking an integrative approach to bridge SEL and academic learning.

Authors

• Sisilia Novena Kusumaningsih, University of Montana - Missoula
  Presenting Author

• Jingjing Sun, University of Montana
  Non-Presenting Author