Browsing by Author "Salvat, Ignacia"

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    The Effect of Peer-Group Argumentative Dialogue on Delayed Gains in Scientific Content Knowledge
    (2018) Larraín, Antonia; Freire, Paulina; Grau Cárdenas, Valeska Valentina; López, Patricia; Salvat, Ignacia; Silva, Maximiliano; Gastellu, Vicente
    Experimental evidence has shown the effect of peer-group argumentation on scientific concept development. However, questions regarding how and why it happens remain. The aim of this study is to contribute, with experimental evidence gathered in naturalistic settings (classrooms), to the understanding of the relationship between peer-group argumentation and content knowledge learning, exploring the role that individual argumentative skills play. In total, sixty-one fourth-grade students (aged 9-10 years) participated in the study (thirty-nine female). One teacher was invited to teach a thematic unit (Forces), with lesson plans especially developed to foster argumentation in the classroom. The second teacher taught as usual. Students' conceptual understanding and argumentative skills were evaluated individually, both before and after the lessons. Although there were no differences in the immediate post-test scores between groups (after controlling for pre-test), the intervention group showed significantly higher scores in delayed post-tests. Regression analyses showed that the ratio of argumentative utterances per minute of group work predicted students' scores in delayed post-test disciplinary content knowledge after controlling for initial levels of learning. Argumentation skill gains did not impact learning, but initial levels of argumentation skills predicted delayed scientific content knowledge post-test. (c) 2018 Wiley Periodicals, Inc.
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    The role of inner speech in the effect of argumentation among peers on learning: a case analysis
    (2024) Larrain, Antonia; Freire, Paulina; Salvat, Ignacia; Lopez, Patricia; Moran, Camila; Sanchez, Alvaro; Silva, Maximiliano; Villavicencio, Constanza; Grau, Valeska; Cerda, Barbara; Salinas, Pedro
    Different studies suggest that collaborative argumentation among peers promotes school learning, especially the comprehension of concepts. However, the available evidence shows that the relationship between argumentation and learning is not direct but instead mediated by development processes that, in turn, promote learning. The goal of this study is to understand the mediating role that the development of argumentative inner speech may play in the process of constructing knowledge through collaborative argumentation. A case study was conducted in which one child (fourth grade) was tracked throughout an entire unit in which he and his peers argued collaboratively class after class. We assessed the students individually before and after in their learning (oral and written) and written argumentation skills. The collaborative work from all the classes was videoed and analysed through discourse analysis. The student showed significant progress in both delayed learning and written argumentation compared to the group. Furthermore, the analysis of oral tests shows that the argumentative interactions that initially appeared in the discussions among peers were internalized so he could understand the concepts involved on an individual level. The article discusses the implications of these results in understanding the role of discursive interactions in school learning processes.