Browsing by Author "López, Patricia"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Counter-Arguing During Curriculum-Supported Peer Interaction Facilitates Middle-School Students' Science Content Knowledge
    (2019) Larraín, Antonia; Freire, Paulina de la Jara; López, Patricia; Grau Cárdenas, Valeska Valentina
  • Thumbnail Image
    Item
    Productive failure and learning through argumentation: Building a bridge between two research traditions to understand the process of peer learning
    (2022) Larraín, Antonia; Grau Cárdenas, Valeska Valentina; Barrera Olmedo, María Jose; Freire De La Jara, Paulina Constanza; López, Patricia; Verdugo, Sebastián; Gómez, Marisol; Ramírez, Francisca; Sánchez Pinilla, Gabriel Ignacio
    Empirical evidence demonstrates the effect of productive failure (Kapur, 2008) on disciplinary knowledge. However, there is no clear theoretical explanation for why this is the case. Empirical evidence on argumentation and education shows the impact of curricular embedded deliberative argumentation on learning. However, these two trends of research have been mainly isolated, with insufficient synergy. Through the analysis of a group of sixth-graders collaborating around problems of natural selection, the aim of this paper is the theoretical exploration of the process of learning in productive failure designs through a focus on argumentative peer dialogue. The paper proposes an articulation of these two fields of research (productive failure and argumentation), which sheds light on both the learning dynamics in productive failure settings and the relevant insights for argumentative designs. The new possibilities for empirical research on learning through peer interaction opened up by these interconnected fields of research are proposed and discussed.
  • No Thumbnail Available
    Item
    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.