Details

Autor(en) / Beteiligte

• Mateos, Mar
• Martín, Elena
• Cuevas, Isabel
• Villalón, Ruth
• Martínez, Isabel
• González-Lamas, Jara

Titel

Improving Written Argumentative Synthesis by Teaching the Integration of Conflicting Information from Multiple Sources

Ist Teil von

• Cognition and instruction, 2018-01, Vol.36 (2), p.119-138

Ort / Verlag

Philadelphia: Taylor & Francis, Ltd

Erscheinungsjahr

2018

Link zum Volltext

Quelle

Taylor & Francis Journals Auto-Holdings Collection

Beschreibungen/Notizen

• The goal of this study was to assess the effectiveness of 2 different types of intervention aimed at improving written argumentative synthesis by integrating conflicting information from different sources. Both interventions combined the use of a guide with collaborative practice, but one of them also included explicit strategy instruction. Only students who received additional explicit instruction showed an improved ability to integrate conflicting information and increased the number of arguments they selected from the sources.