Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Canadian Journal of School Psychology
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Klein, P.
Right arrow Articles by Stanovich, K.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Structuring Reflection: Teaching Argument Concepts and Strategies Enhances Critical Thinking

Perry Klein

University of Western Ontario

David R. Olson

Ontario Institute for Studies in Education

Keith Stanovich

Ontario Institute for Studies in Education

By middle childhood most students understand the concept of evidence, but do not use it when reading or writing arguments. It was hypothesized that teaching concepts about argument components, and tenching a strategy to organize the application of these concepts, would improve students' evaluations of written arguments. In a two-by-two factorial design, 55 grade 5 students read, wrote, and discussed arguments in instructional groups that emphasized: argument concepts; an organizational strategy; both concepts and strategy; or neither concepts nor strategy. Students in all treatment groups improved relative to the control group in evaluating arguments, and transferred gains from social to science items. Concept instruction significantly improved students' evaluations of invalid arguments with plausible claims. Strategy instruction significantly improved their argument writing.

Canadian Journal of School Psychology, Vol. 13, No. 1, 38-47 (1997)
DOI: 10.1177/082957359701300104
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 REVIEW OF EDUCATIONAL RESEARCHHome page
P. C. Abrami, R. M. Bernard, E. Borokhovski, A. Wade, M. A. Surkes, R. Tamim, and D. Zhang
Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis
Review of Educational Research, December 1, 2008; 78(4): 1102 - 1134.
[Abstract] [Full Text] [PDF]