Argument, Counterargument, and Integration? Patterns of Argument Reappraisal in Controversial Classroom Discussions
Abstract: Being challenged by opposing views in a controversial discussion can stimulate the production of more elaborate and sophisticated argumentations. According to the model of argument reappraisal (Leitão, 2000), such processes require transactivity, meaning that students do not only give reasons to support their own position (e.g., pro/contra argument) but also try to refute the opponent’s claims (e.g., counterargument) and respond to critique (e.g., integration). However, there is little research in the field of political education that systematically examines how processes of argument reappraisal unfold in student-centered classroom discussions when students were asked to defend (randomly) assigned positions (pro/contra). In this study, four civic education classes (8th/9th grade) in Germany received the same standardized political learning unit and conducted a controversial fishbowl discussion. A total of 452 argumentative moves were coded for argumentative transactivity. The c.... http://www.jsse.org/index.php/jsse/article/view/792
- Location
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Deutsche Nationalbibliothek Frankfurt am Main
- Extent
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Online-Ressource
- Language
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Englisch
- Bibliographic citation
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Argument, Counterargument, and Integration? Patterns of Argument Reappraisal in Controversial Classroom Discussions ; volume:15 ; number:2 ; day:02 ; month:06 ; year:2016
Journal of social science education ; 15, Heft 2 (02.06.2016)
- Creator
- DOI
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10.4119/jsse-792
- URN
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urn:nbn:de:101:1-2019011816564096750788
- Rights
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Open Access unbekannt; Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
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14.08.2025, 11:03 AM CEST
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