Concept of Evidence and the Quality of Evidence-Based Reasoning in Elementary Students
Miralda-Banda, Andrea (Universitat de Barcelona)
Garcia-Mila, Mercè (Universitat de Barcelona)
Felton, Mark (San Jose State University)

Fecha:	2021
Resumen:	The present study has two goals: to explore elementary students' understanding of evidence and the ways they deploy it to construct arguments, and to examine whether eliciting their concept of evidence during argumentation improves students' evidence-based reasoning. Individual semi-structured interviews were conducted with 4th and 6th graders (N = 66) in a public school in Mexico. We found significant differences between groups regarding the concept of evidence, with better performance in the older group. A positive correlation between the concept of evidence and the quality of evidence-based reasoning was found. Also, three performance profiles were observed after eliciting the concept of evidence when grade was excluded as a factor. Results suggest that the concept of evidence plays an essential role in developing argumentative competence in pre-adolescence.
Ayudas:	Ministerio de Economía y Competitividad EDU2013-47593-C2-2-P Agencia Estatal de Investigación RTI2018-097289-B-I00
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Lengua:	Anglès
Documento:	Article ; recerca ; Versió acceptada per publicar
Materia:	Concept of evidence ; Argumentation quality ; Elementary school ; Evidence-based reasoning ; Evidence generation ; Evidence quality
Publicado en:	Topoi, Vol. 40 (2021) , p. 359-372

DOI: 10.1007/s11245-019-09685-y

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