000			01888nam a22002057a 4500
003			ZW-GwMSU
005			20221108132502.0
008			221108b |||||||| |||| 00| 0 eng d
040			_aMSU _cMSU _erda
100			_aWissinger, Daniel R. _eauthor
245			_aEffects of critical discussions on middle school students’ written historical arguments. _ccreated by D. R., & De La Paz, S
264			_aPennysylvania _bAmerican Psychological Assocation _c2015
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_vVolume , number ,
520			_aIn this experimental study, 151 middle school students explored 3 historical controversies, first reading and discussing primary source documents in groups, then writing arguments on their own. Students were either randomly assigned to an experimental condition, using argumentative schemes and critical questions as guides during discussions, or to a comparison condition in which a traditional set of questions was used to guide discussions. Students in both conditions read the same historical controversies and used the same text structure heuristic to better compare reading and writing outcomes after students participated in discussion. The findings after instruction indicate comparable reading comprehension and comparable composing skill on general writing measures across conditions. Importantly, the findings also indicate disciplinary benefits for students in the experimental condition in terms of their ability to learn historical content and regarding the quality of students’ historical reasoning in their written arguments. Argument schemes and critical questions appeared particularly helpful in facilitating students’ substantiation of claims and development of rebuttals.
856			_u https://doi.org/10.1037/edu0000043
942			_2lcc _cJA
999			_c160179 _d160179