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dc.contributor.authorSalminen, Timo
dc.contributor.authorMarttunen, Miika
dc.date.accessioned2018-11-22T09:26:52Z
dc.date.available2018-11-22T09:26:52Z
dc.date.issued2018
dc.identifier.citationSalminen, T., & Marttunen, M. (2018). Defending either a personal or an assigned standpoint : role play in supporting secondary school students’ argumentation face to face and through chat. <i>Journal of Argumentation in Context</i>, <i>7</i>(1), 72-100. <a href="https://doi.org/10.1075/jaic.17015.sal" target="_blank">https://doi.org/10.1075/jaic.17015.sal</a>
dc.identifier.otherCONVID_28043502
dc.identifier.otherTUTKAID_77590
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/60280
dc.description.abstractThis study clarifies whether a specific type of role play supports upper secondary school students’ collaborative argumentation. Data consist of 12 dyadic face-to-face and 12 chat debates. Data analysis focused on the quality of students’ argumentation. Comparisons were made between students who defended standpoints at variance with their personal opinions on the topics, between the two study modes and topics, and by gender. When the students defended a standpoint differing from their personal opinion, the male students engaged in counterargumentation more often than the female students. When, in turn, the students defended their personal standpoint, they produced both counterargumentative and non-argumentative speech turns equally often, and their arguments were more poorly elaborated than when they defended an assigned standpoint. The study suggests that role play in which both counterargumentation and students’ personal standpoints on an issue are taken into account is a viable means to support students’ high quality argumentation.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherJohn Benjamins Publishing Co.
dc.relation.ispartofseriesJournal of Argumentation in Context
dc.rightsIn Copyright
dc.subject.othercomputer chat
dc.subject.otherupper secondary school
dc.subject.otherrole play
dc.subject.otherstandpoint
dc.titleDefending either a personal or an assigned standpoint : role play in supporting secondary school students’ argumentation face to face and through chat
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201811134681
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-11-13T07:15:19Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange72-100
dc.relation.issn2211-4742
dc.relation.numberinseries1
dc.relation.volume7
dc.type.versionacceptedVersion
dc.rights.copyright© John Benjamins Publishing Company 2018.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoyhteisöllinen oppiminen
dc.subject.ysoverkkojuttelu
dc.subject.ysotoisen asteen koulutus
dc.subject.ysoroolipelit
dc.subject.ysoargumentointi
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p18727
jyx.subject.urihttp://www.yso.fi/onto/yso/p17816
jyx.subject.urihttp://www.yso.fi/onto/yso/p3387
jyx.subject.urihttp://www.yso.fi/onto/yso/p4295
jyx.subject.urihttp://www.yso.fi/onto/yso/p12814
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1075/jaic.17015.sal


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