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

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Title: Metacognition in Argumentative Writing Based on Multiple Sources in Geography Education.
Authors: Gebele, Diana, Zepter, Alexandra L., Königs, Pia, Budke, Alexandra
Source: European Journal of Investigation in Health, Psychology & Education (EJIHPE); Aug2022, Vol. 12 Issue 8, p948-974, 27p
Subject Terms: GEOGRAPHY education, METACOGNITION, PROTOCOL analysis (Cognition), WRITING processes, GOAL (Psychology)
Abstract: 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]
Copyright of European Journal of Investigation in Health, Psychology & Education (EJIHPE) is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Metacognition in Argumentative Writing Based on Multiple Sources in Geography Education.
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  Data: <searchLink fieldCode="AR" term="%22Gebele%2C+Diana%22">Gebele, Diana</searchLink><br /><searchLink fieldCode="AR" term="%22Zepter%2C+Alexandra+L%2E%22">Zepter, Alexandra L.</searchLink><br /><searchLink fieldCode="AR" term="%22Königs%2C+Pia%22">Königs, Pia</searchLink><br /><searchLink fieldCode="AR" term="%22Budke%2C+Alexandra%22">Budke, Alexandra</searchLink>
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  Data: European Journal of Investigation in Health, Psychology & Education (EJIHPE); Aug2022, Vol. 12 Issue 8, p948-974, 27p
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  Data: <searchLink fieldCode="DE" term="%22GEOGRAPHY+education%22">GEOGRAPHY education</searchLink><br /><searchLink fieldCode="DE" term="%22METACOGNITION%22">METACOGNITION</searchLink><br /><searchLink fieldCode="DE" term="%22PROTOCOL+analysis+%28Cognition%29%22">PROTOCOL analysis (Cognition)</searchLink><br /><searchLink fieldCode="DE" term="%22WRITING+processes%22">WRITING processes</searchLink><br /><searchLink fieldCode="DE" term="%22GOAL+%28Psychology%29%22">GOAL (Psychology)</searchLink>
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  Data: 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]
– Name: Abstract
  Label:
  Group: Ab
  Data: <i>Copyright of European Journal of Investigation in Health, Psychology & Education (EJIHPE) is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.3390/ejihpe12080069
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      – Code: eng
        Text: English
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        PageCount: 27
        StartPage: 948
    Subjects:
      – SubjectFull: GEOGRAPHY education
        Type: general
      – SubjectFull: METACOGNITION
        Type: general
      – SubjectFull: PROTOCOL analysis (Cognition)
        Type: general
      – SubjectFull: WRITING processes
        Type: general
      – SubjectFull: GOAL (Psychology)
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      – TitleFull: Metacognition in Argumentative Writing Based on Multiple Sources in Geography Education.
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            NameFull: Gebele, Diana
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            NameFull: Zepter, Alexandra L.
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            NameFull: Königs, Pia
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            NameFull: Budke, Alexandra
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          Dates:
            – D: 01
              M: 08
              Text: Aug2022
              Type: published
              Y: 2022
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