What are the competences & difficulties of school students in writing material-based & multi-perspective argumentations in geography classrooms?
The competence to argue is fundamental for participation in social discourse and for responsible action, as different actions can be evaluated, weighed and justified through argumentation. Such argumentation skills should be acquired in geography lessons. These lessons often deal with societal deba...
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| Language: | English |
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European Association of Geographers
2023-08-01
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| Series: | European Journal of Geography |
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| Online Access: | https://eurogeojournal.eu/index.php/egj/article/view/420 |
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| author | Kimberley Hindmarsh Alexandra Budke |
| author_facet | Kimberley Hindmarsh Alexandra Budke |
| author_sort | Kimberley Hindmarsh |
| collection | DOAJ |
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The competence to argue is fundamental for participation in social discourse and for responsible action, as different actions can be evaluated, weighed and justified through argumentation. Such argumentation skills should be acquired in geography lessons. These lessons often deal with societal debates such as migration, climate change and sustainability, which are characterised by a certain multi-perspectivity. Since different types of materials are often used in geography lessons, this study is dedicated to material-based, multi-perspective written argumentation. First, a model is presented in which a set of didactic requirements for material-based, multi-perspectival argumentation on space use conflicts in geography lessons is presented. Then the results of a small study are presented in which seventeen 8th grade students wrote argumentative texts about a space use conflict. The results show that the students incorporated correct, but limited information from the material into their arguments. The arguments were mostly thematically appropriate, but imprecise. They found it easier to use the continuous text materials than the discontinuous text materials. Students also had difficulty presenting their argumentation in a multi-perspective way, but were able to express their own opinions about the conflict. These results can help to understand where teachers can better support their students in writing such arguments.
Highlights:
• Model for didactic requirements for material-based, multi-perspective argumentation.
• Students' competences when writing a material-based, multi-perspective argumentation.
• Difficulties of students in writing a material-based, multi-perspective argumentation.
• Use of support material for writing a material-based, multi-perspective argumentation.
• Referring to material in a written argumentation about a space-use conflict.
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| format | Article |
| id | doaj-art-c63056b376104e7b88d79a9736d9a6ff |
| institution | Kabale University |
| issn | 1792-1341 2410-7433 |
| language | English |
| publishDate | 2023-08-01 |
| publisher | European Association of Geographers |
| record_format | Article |
| series | European Journal of Geography |
| spelling | doaj-art-c63056b376104e7b88d79a9736d9a6ff2025-01-20T07:10:13ZengEuropean Association of GeographersEuropean Journal of Geography1792-13412410-74332023-08-01143What are the competences & difficulties of school students in writing material-based & multi-perspective argumentations in geography classrooms?Kimberley Hindmarsh0Alexandra Budke1University of Cologne, GermanyUniversity of Cologne, Germany The competence to argue is fundamental for participation in social discourse and for responsible action, as different actions can be evaluated, weighed and justified through argumentation. Such argumentation skills should be acquired in geography lessons. These lessons often deal with societal debates such as migration, climate change and sustainability, which are characterised by a certain multi-perspectivity. Since different types of materials are often used in geography lessons, this study is dedicated to material-based, multi-perspective written argumentation. First, a model is presented in which a set of didactic requirements for material-based, multi-perspectival argumentation on space use conflicts in geography lessons is presented. Then the results of a small study are presented in which seventeen 8th grade students wrote argumentative texts about a space use conflict. The results show that the students incorporated correct, but limited information from the material into their arguments. The arguments were mostly thematically appropriate, but imprecise. They found it easier to use the continuous text materials than the discontinuous text materials. Students also had difficulty presenting their argumentation in a multi-perspective way, but were able to express their own opinions about the conflict. These results can help to understand where teachers can better support their students in writing such arguments. Highlights: • Model for didactic requirements for material-based, multi-perspective argumentation. • Students' competences when writing a material-based, multi-perspective argumentation. • Difficulties of students in writing a material-based, multi-perspective argumentation. • Use of support material for writing a material-based, multi-perspective argumentation. • Referring to material in a written argumentation about a space-use conflict. https://eurogeojournal.eu/index.php/egj/article/view/420written argumentationstudents' competencemulti-perspectivitymaterial-basedspace-use conflictinclusive geography teaching |
| spellingShingle | Kimberley Hindmarsh Alexandra Budke What are the competences & difficulties of school students in writing material-based & multi-perspective argumentations in geography classrooms? European Journal of Geography written argumentation students' competence multi-perspectivity material-based space-use conflict inclusive geography teaching |
| title | What are the competences & difficulties of school students in writing material-based & multi-perspective argumentations in geography classrooms? |
| title_full | What are the competences & difficulties of school students in writing material-based & multi-perspective argumentations in geography classrooms? |
| title_fullStr | What are the competences & difficulties of school students in writing material-based & multi-perspective argumentations in geography classrooms? |
| title_full_unstemmed | What are the competences & difficulties of school students in writing material-based & multi-perspective argumentations in geography classrooms? |
| title_short | What are the competences & difficulties of school students in writing material-based & multi-perspective argumentations in geography classrooms? |
| title_sort | what are the competences difficulties of school students in writing material based multi perspective argumentations in geography classrooms |
| topic | written argumentation students' competence multi-perspectivity material-based space-use conflict inclusive geography teaching |
| url | https://eurogeojournal.eu/index.php/egj/article/view/420 |
| work_keys_str_mv | AT kimberleyhindmarsh whatarethecompetencesdifficultiesofschoolstudentsinwritingmaterialbasedmultiperspectiveargumentationsingeographyclassrooms AT alexandrabudke whatarethecompetencesdifficultiesofschoolstudentsinwritingmaterialbasedmultiperspectiveargumentationsingeographyclassrooms |