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It Takes Two to Tango: How Scientific Reasoning and Self-Regulation Processes Impact Argumentation Quality

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Title: It Takes Two to Tango: How Scientific Reasoning and Self-Regulation Processes Impact Argumentation Quality
Language: English
Authors: Omarchevska, Yoana (ORCID 0000-0001-6779-4472), Lachner, Andreas (ORCID 0000-0001-5866-7164), Richter, Juliane (ORCID 0000-0001-8418-0931), Scheiter, Katharina (ORCID 0000-0002-9397-7544)
Source: Journal of the Learning Sciences. 2022 31(2):237-277.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 41
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Thinking Skills, Science Process Skills, Scientific Attitudes, Sciences, Self Control, Persuasive Discourse, Inquiry, Learning, Undergraduate Students, Foreign Countries, Cognitive Processes
Geographic Terms: Germany
DOI: 10.1080/10508406.2021.1966633
ISSN: 1050-8406
1532-7809
Abstract: Background Improving scientific reasoning and argumentation are central aims of science education. Because of their complex nature, self-regulation is important for successful scientific reasoning. This study provides a first attempt to investigate how scientific reasoning and self-regulation processes conjointly impact argumentation quality. Methods: In a study with university students (N = 30), we used fine-grained process data of scientific reasoning and self-regulation during inquiry learning to investigate how the co-occurrences between scientific reasoning and self-regulation processes are associated with argumentation quality. Findings: When modeling the co-occurrence of scientific reasoning and self-regulation processes using epistemic network analysis, differences between students showing either high or low argumentation quality become apparent. Students who showed high argumentation quality engaged in different scientific reasoning processes together more often than students with low argumentation quality, and they made more connections between self-regulation and scientific reasoning processes. Contribution: These findings offer educational implications for teaching scientific reasoning. Integrating self-regulation and scientific reasoning during instruction could be beneficial for improving scientific reasoning and argumentation.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1348863
Database: ERIC
FullText Text:
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  Data: It Takes Two to Tango: How Scientific Reasoning and Self-Regulation Processes Impact Argumentation Quality
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  Data: <searchLink fieldCode="AR" term="%22Omarchevska%2C+Yoana%22">Omarchevska, Yoana</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6779-4472">0000-0001-6779-4472</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lachner%2C+Andreas%22">Lachner, Andreas</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5866-7164">0000-0001-5866-7164</externalLink>)<br /><searchLink fieldCode="AR" term="%22Richter%2C+Juliane%22">Richter, Juliane</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8418-0931">0000-0001-8418-0931</externalLink>)<br /><searchLink fieldCode="AR" term="%22Scheiter%2C+Katharina%22">Scheiter, Katharina</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9397-7544">0000-0002-9397-7544</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+Learning+Sciences%22"><i>Journal of the Learning Sciences</i></searchLink>. 2022 31(2):237-277.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 41
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  Data: 10.1080/10508406.2021.1966633
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  Data: Background Improving scientific reasoning and argumentation are central aims of science education. Because of their complex nature, self-regulation is important for successful scientific reasoning. This study provides a first attempt to investigate how scientific reasoning and self-regulation processes conjointly impact argumentation quality. Methods: In a study with university students (N = 30), we used fine-grained process data of scientific reasoning and self-regulation during inquiry learning to investigate how the co-occurrences between scientific reasoning and self-regulation processes are associated with argumentation quality. Findings: When modeling the co-occurrence of scientific reasoning and self-regulation processes using epistemic network analysis, differences between students showing either high or low argumentation quality become apparent. Students who showed high argumentation quality engaged in different scientific reasoning processes together more often than students with low argumentation quality, and they made more connections between self-regulation and scientific reasoning processes. Contribution: These findings offer educational implications for teaching scientific reasoning. Integrating self-regulation and scientific reasoning during instruction could be beneficial for improving scientific reasoning and argumentation.
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      – TitleFull: It Takes Two to Tango: How Scientific Reasoning and Self-Regulation Processes Impact Argumentation Quality
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