Demonstrating the effectiveness of two scaffolds for fostering students’ domain perspective reasoning

Domain perspective reasoning refers both to students’ recognition of authors’ domain perspectives during reading and students’ abilities to draw on varied domain perspectives to reason about and understand a complex social issue. Two instructional manipulations were examined in this study. First, students were asked to identify authors’ domain perspectives during reading (i.e., DP-ID condition) or not (i.e., with authors’ domain perspectives instead supplied in texts). Second students were provided with a Palette of Perspectives as an instructional scaffold to support their inferencing regarding how a common issue, that of immigration, may be examined through a variety of diverse domain perspectives. Although students’ assignment to the DP-ID condition was not associated with the number of domain perspectives they included in writing, both DP-ID condition and being provided with a Palette of Perspectives were associated with students’ performance on a domain perspective application task. Implications for domain perspective reasoning are discussed.

This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/s10212-022-00643-8

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Work Title Demonstrating the effectiveness of two scaffolds for fostering students’ domain perspective reasoning
Access
Open Access
Creators
  1. Alexandra List
Keyword
  1. Domain perspectives
  2. Reasoning
  3. Source evaluation
  4. Learning from multiple texts
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. European Journal of Psychology of Education
Publication Date November 11, 2022
Publisher Identifier (DOI)
  1. https://doi.org/10.1007/s10212-022-00643-8
Deposited March 12, 2024

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Version 1
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  • Created
  • Added List.2023.DEMONSTRATING_THE_EFFECTIVENESS_OF_TWO_SCAFFOLDS_FOR_FOSTERING_STUDENTS__DOMAIN_PERSPECTIVE_REASONING.pdf
  • Added Creator Alexandra List
  • Published
  • Updated Keyword, Description, Publication Date Show Changes
    Keyword
    • Domain perspectives, Reasoning, Source evaluation, Learning from multiple texts
    Description
    • <p>Domain perspective reasoning refers both to students’ recognition of authors’ domain perspectives during reading and students’ abilities to draw on varied domain perspectives to reason about and understand a complex social issue. Two instructional manipulations were examined in this study. First, students were asked to identify authors’ domain perspectives during reading (i.e., DP-ID condition) or not (i.e., with authors’ domain perspectives instead supplied in texts). Second students were provided with a Palette of Perspectives as an instructional scaffold to support their inferencing regarding how a common issue, that of immigration, may be examined through a variety of diverse domain perspectives. Although students’ assignment to the DP-ID condition was not associated with the number of domain perspectives they included in writing, both DP-ID condition and being provided with a Palette of Perspectives were associated with students’ performance on a domain perspective application task. Implications for domain perspective reasoning are discussed.</p>
    • <p>Domain perspective reasoning refers both to students’ recognition of authors’ domain perspectives during reading and students’ abilities to draw on varied domain perspectives to reason about and understand a complex social issue. Two instructional manipulations were examined in this study. First, students were asked to identify authors’ domain perspectives during reading (i.e., DP-ID condition) or not (i.e., with authors’ domain perspectives instead supplied in texts). Second students were provided with a _Palette of Perspectives_ as an instructional scaffold to support their inferencing regarding how a common issue, that of immigration, may be examined through a variety of diverse domain perspectives. Although students’ assignment to the DP-ID condition was not associated with the number of domain perspectives they included in writing, both DP-ID condition and being provided with a Palette of Perspectives were associated with students’ performance on a domain perspective application task. Implications for domain perspective reasoning are discussed.</p>
    Publication Date
    • 2022-01-01
    • 2022-11-11
  • Updated