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“Learning science is about facts and language learning is about being discursive”—An empirical investigation of students' disciplinary beliefs in the context of argumentation. / Heitmann, Patricia; Hecht, Martin; Scherer, Ronny ; Schwanewedel, Julia.

In: Frontiers in Psychology, Vol. 8, 946, 08.06.2017.

Publication: Research - peer-reviewJournal articles

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@article{8d4903ca6b314f6daf79a818a91e9daf,
title = "“Learning science is about facts and language learning is about being discursive”—An empirical investigation of students' disciplinary beliefs in the context of argumentation",
abstract = "Argumentation 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.",
keywords = "Research in teaching and learning, argumentation, beliefs, disciplinary school culture, language education, science education",
author = "Patricia Heitmann and Martin Hecht and Ronny Scherer and Julia Schwanewedel",
year = "2017",
month = "6",
doi = "10.3389/fpsyg.2017.00946",
volume = "8",
journal = "Frontiers in Psychology",
issn = "1664-1078",
publisher = "Frontiers Media",

}

RIS

TY - JOUR

T1 - “Learning science is about facts and language learning is about being discursive”—An empirical investigation of students' disciplinary beliefs in the context of argumentation

AU - Heitmann,Patricia

AU - Hecht,Martin

AU - Scherer,Ronny

AU - Schwanewedel,Julia

PY - 2017/6/8

Y1 - 2017/6/8

N2 - Argumentation 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.

AB - Argumentation 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.

KW - Research in teaching and learning

KW - argumentation

KW - beliefs

KW - disciplinary school culture

KW - language education

KW - science education

UR - http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00946/full#supplementary-material

U2 - 10.3389/fpsyg.2017.00946

DO - 10.3389/fpsyg.2017.00946

M3 - Journal articles

VL - 8

JO - Frontiers in Psychology

T2 - Frontiers in Psychology

JF - Frontiers in Psychology

SN - 1664-1078

M1 - 946

ER -

ID: 811083