Concept of Evidence and the Quality of Evidence-Based Reasoning in Elementary Students
The present study has two goals: to explore elementary students’ understanding of evidence and the ways they deploy it to construct arguments, and to examine whether eliciting their concept of evidence during argumentation improves students’ evidence-based reasoning. Individual semi-structured interviews were conducted with 4th and 6th graders (N = 66) in a public school in Mexico. We found significant differences between groups regarding the concept of evidence, with better performance in the older group. A positive correlation between the concept of evidence and the quality of evidence-based reasoning was found. Also, three performance profiles were observed after eliciting the concept of evidence when grade was excluded as a factor. Results suggest that the concept of evidence plays an essential role in developing argumentative competence in pre-adolescence.
Consejo Nacional de Ciencia y Tecnología
Argumentation quality, Concept of evidence, Elementary school, Evidence generation, Evidence quality, Evidence-based reasoning
Andrea Miralda-Banda, Merce Garcia-Mila, and Mark Felton. "Concept of Evidence and the Quality of Evidence-Based Reasoning in Elementary Students" Topoi (2021): 359-372. https://doi.org/10.1007/s11245-019-09685-y