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2017-06-08Zeitschriftenartikel DOI: 10.18452/21245
“Learning Science Is About Facts and Language Learning Is About Being Discursive”—An Empirical Investigation of Students' Disciplinary Beliefs in the Context of Argumentation
dc.contributor.authorHeitmann, Patricia
dc.contributor.authorHecht, Martin
dc.contributor.authorScherer, Ronny
dc.contributor.authorSchwanewedel, Julia
dc.date.accessioned2020-03-02T13:36:55Z
dc.date.available2020-03-02T13:36:55Z
dc.date.issued2017-06-08none
dc.date.updated2019-10-27T05:32:21Z
dc.identifier.urihttp://edoc.hu-berlin.de/18452/21986
dc.description.abstractArgumentation is considered crucial in numerous disciplines in schools and universities because it constitutes an important proficiency in peoples' daily and professional lives. However, it is unclear whether argumentation is understood and practiced in comparable ways across disciplines. This study consequently examined empirically how students perceive argumentation in science and (first) language lessons. Specifically, we investigated students' beliefs about the relevance of discourse and the role of facts. Data from 3,258 high school students from 85 German secondary schools were analyzed with multigroup multilevel structural equation modeling in order to disentangle whether or not differences in argumentation across disciplines exist and the extent to which variation in students' beliefs can be explained by gender and school track. Results showed that students perceived the role of facts as highly relevant for science lessons, whereas discursive characteristics were considered significantly less important. In turn, discourse played a central role in language lessons, which was believed to require less knowledge of facts. These differences were independent of students' gender. In contrast, school track predicted the differences in beliefs significantly. Our findings lend evidence on the existence of disciplinary school cultures in argumentation that may be the result of differences in teachers' school-track-specific classroom practice and education. Implications in terms of a teacher's role in establishing norms for scientific argumentation as well as the impact of students' beliefs on their learning outcomes are discussed.eng
dc.language.isoengnone
dc.publisherHumboldt-Universität zu Berlin
dc.rights(CC BY 4.0) Attribution 4.0 Internationalger
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectargumentationeng
dc.subjectbeliefseng
dc.subjectdisciplinary school cultureeng
dc.subjectlanguage educationeng
dc.subjectscience educationeng
dc.subject.ddc150 Psychologienone
dc.title“Learning Science Is About Facts and Language Learning Is About Being Discursive”—An Empirical Investigation of Students' Disciplinary Beliefs in the Context of Argumentationnone
dc.typearticle
dc.identifier.urnurn:nbn:de:kobv:11-110-18452/21986-2
dc.identifier.doihttp://dx.doi.org/10.18452/21245
dc.type.versionpublishedVersionnone
local.edoc.pages16none
local.edoc.type-nameZeitschriftenartikel
local.edoc.container-typeperiodical
local.edoc.container-type-nameZeitschrift
dc.description.versionPeer Reviewednone
dc.identifier.eissn1664-1078
dcterms.bibliographicCitation.doi10.3389/fpsyg.2017.00946none
dcterms.bibliographicCitation.journaltitleFrontiers in Psychologynone
dcterms.bibliographicCitation.volume8none
dcterms.bibliographicCitation.articlenumber946none
dcterms.bibliographicCitation.originalpublishernameFrontiers Media S.A.none
dcterms.bibliographicCitation.originalpublisherplaceLausannenone
bua.import.affiliationHeitmann, Patricia; Institute for Educational Quality Improvement (IQB), Humboldt-Universität zu Berlin Berlin, Germanynone
bua.import.affiliationHecht, Martin; Department of Psychology, Humboldt-Universität zu Berlin Berlin, Germanynone
bua.import.affiliationScherer, Ronny; Centre for Educational Measurement (CEMO), Faculty of Educational Sciences, University of Oslo Oslo, Norwaynone
bua.import.affiliationSchwanewedel, Julia; Leibniz Institute for Science and Mathematics Education at Kiel University (IPN) Kiel, Germanynone
bua.departmentLebenswissenschaftliche Fakultätnone

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