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Metacognition in Argumentative Writing Based on Multiple Sources in Geography Education.

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Název: Metacognition in Argumentative Writing Based on Multiple Sources in Geography Education.
Autoři: Gebele, Diana, Zepter, Alexandra L., Königs, Pia, Budke, Alexandra
Zdroj: European Journal of Investigation in Health, Psychology & Education (EJIHPE); Aug2022, Vol. 12 Issue 8, p948-974, 27p
Témata: GEOGRAPHY education, METACOGNITION, PROTOCOL analysis (Cognition), WRITING processes, GOAL (Psychology)
Abstrakt: This paper addresses questions about the use of metacognitive strategies in argumentative writing based on multiple sources and the influence of this use on the quality of student texts. For this purpose, think-aloud protocols and texts from a research project on material-supported argumentative writing in 8th grade geography lessons are analyzed and discussed. The analysis is based on a model of metacognition in argumentative writing using multiple sources, which we also propose in this paper. The results show that the use of metacognitive strategies is a challenge for the investigated target group but that their use, in particular the deployment of goal-setting strategies and planning strategies, enables students to write better texts. [ABSTRACT FROM AUTHOR]
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Databáze: Biomedical Index
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Abstrakt:This paper addresses questions about the use of metacognitive strategies in argumentative writing based on multiple sources and the influence of this use on the quality of student texts. For this purpose, think-aloud protocols and texts from a research project on material-supported argumentative writing in 8th grade geography lessons are analyzed and discussed. The analysis is based on a model of metacognition in argumentative writing using multiple sources, which we also propose in this paper. The results show that the use of metacognitive strategies is a challenge for the investigated target group but that their use, in particular the deployment of goal-setting strategies and planning strategies, enables students to write better texts. [ABSTRACT FROM AUTHOR]
ISSN:21748144
DOI:10.3390/ejihpe12080069