The Influence of Playing a for or Against a Controversial Position on Elementary Students’ Ability to Construct Cogent Arguments

Chun Hsu Lin, Chiung-Hui Chiu, Chih Chao Hsu, Tzone I. Wang

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This study investigated the influence of requiring elementary students to participate in a detective role-playing game, within which students had to be for or against a controversial issue. Three intact sixth grade classes (N = 94) participated in this study. One class of students was asked to search for supporting evidence for one side of an online ethics dilemma and to create convincing arguments (pro), while another searched for opposing evidence (con). The third other class searched for both supporting and opposing evidence (balanced). A one-way multivariate analysis of covariance shows that the balanced role-play strategy had a notable positive impact on the students’ ability to construct cogent arguments.

Original languageEnglish
Pages (from-to)409-418
Number of pages10
JournalAsia-Pacific Education Researcher
Volume24
Issue number2
DOIs
Publication statusPublished - 2015 Jun 15

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ability
student
evidence
role play
multivariate analysis
school grade
moral philosophy

Keywords

  • Argument construction
  • Elementary students
  • My-side bias
  • Role-playing

ASJC Scopus subject areas

  • Education

Cite this

The Influence of Playing a for or Against a Controversial Position on Elementary Students’ Ability to Construct Cogent Arguments. / Lin, Chun Hsu; Chiu, Chiung-Hui; Hsu, Chih Chao; Wang, Tzone I.

In: Asia-Pacific Education Researcher, Vol. 24, No. 2, 15.06.2015, p. 409-418.

Research output: Contribution to journalArticle

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