Metacognition in Argumentative Writing Based on Multiple Sources in Geography Education

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 wri...

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Vydané v:European Journal of Investigation in Health, Psychology and Education (EJIHPE) Ročník 12; číslo 8; s. 948 - 974
Hlavní autori: Gebele, Diana, Zepter, Alexandra L., Königs, Pia, Budke, Alexandra
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Basel MDPI AG 01.08.2022
MDPI
Predmet:
Adults
argumentative writing based on multiple sources
based argumentative writing
Cognitive Objectives
Cognitive Processes
Cognitive Psychology
College Students
Controversial Issues (Course Content)
Geography
Geography Instruction
geography teaching
Instructional Materials
Late Adolescents
Learning
Learning Processes
Learning Readiness
material
material-based argumentative writing
Metacognition
Protocol Analysis
reading
Reading Comprehension
Reading Strategies
Resistance (Psychology)
Secondary Schools
Students
Writing Processes
Germany
ISSN:2254-9625, 2174-8144, 2254-9625
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Shrnutí: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.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:2254-9625
2174-8144
2254-9625
DOI:10.3390/ejihpe12080069