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Supporting Integration of Multiple Source Perspectives through Dialogic Argumentation

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Bibliographic Details
Title: Supporting Integration of Multiple Source Perspectives through Dialogic Argumentation
Language: English
Authors: Kalypso Iordanou, Constantina Fotiou
Source: Frontline Learning Research. 2025 13(1):22-44.
Availability: European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 6
Intermediate Grades
Descriptors: Discussion (Teaching Technique), Persuasive Discourse, Learner Engagement, Credibility, World Views, Reader Text Relationship, Middle School Students, Grade 6, Foreign Countries
Geographic Terms: Cyprus
ISSN: 2295-3159
Abstract: We report a study examining, for the first time, the effectiveness of engagement in dialogic argumentation in relation to its ability to promote integration of multiple source perspectives in an argumentive writing task after reading controversial multiple texts. Sixty-four primary school students engaged in a dialog-based intervention aiming to support them to learn to argue. Participants' argument skills have been improved and transferred to a writing task completed after reading novel multiple texts on new, non-intervention, topics. In particular, the experimental group participants showed gains in their ability to integrate multiple source perspectives in an argumentive writing task after reading controversial multiple texts, compared with a control group which engaged in business-as-usual school curriculum. Microgenetic data revealed a progressive development of experimental participants' integration skill throughout their engagement in the argumentive discourse activity. The findings have important educational implications. They show that learning to argue by engaging in dialogic argumentation is a promising pathway for supporting the ability to integrate multiple source perspectives after reading controversial multiple texts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1465260
Database: ERIC
FullText Text:
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  Data: Supporting Integration of Multiple Source Perspectives through Dialogic Argumentation
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  Data: <searchLink fieldCode="AR" term="%22Kalypso+Iordanou%22">Kalypso Iordanou</searchLink><br /><searchLink fieldCode="AR" term="%22Constantina+Fotiou%22">Constantina Fotiou</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Frontline+Learning+Research%22"><i>Frontline Learning Research</i></searchLink>. 2025 13(1):22-44.
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  Data: European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
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  Data: <searchLink fieldCode="DE" term="%22Cyprus%22">Cyprus</searchLink>
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  Data: 2295-3159
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  Label: Abstract
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  Data: We report a study examining, for the first time, the effectiveness of engagement in dialogic argumentation in relation to its ability to promote integration of multiple source perspectives in an argumentive writing task after reading controversial multiple texts. Sixty-four primary school students engaged in a dialog-based intervention aiming to support them to learn to argue. Participants' argument skills have been improved and transferred to a writing task completed after reading novel multiple texts on new, non-intervention, topics. In particular, the experimental group participants showed gains in their ability to integrate multiple source perspectives in an argumentive writing task after reading controversial multiple texts, compared with a control group which engaged in business-as-usual school curriculum. Microgenetic data revealed a progressive development of experimental participants' integration skill throughout their engagement in the argumentive discourse activity. The findings have important educational implications. They show that learning to argue by engaging in dialogic argumentation is a promising pathway for supporting the ability to integrate multiple source perspectives after reading controversial multiple texts.
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  Data: 2025
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 22
    Subjects:
      – SubjectFull: Discussion (Teaching Technique)
        Type: general
      – SubjectFull: Persuasive Discourse
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Credibility
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      – SubjectFull: World Views
        Type: general
      – SubjectFull: Reader Text Relationship
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      – SubjectFull: Middle School Students
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      – SubjectFull: Grade 6
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Cyprus
        Type: general
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      – TitleFull: Supporting Integration of Multiple Source Perspectives through Dialogic Argumentation
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            NameFull: Constantina Fotiou
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              Y: 2025
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