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ERIC Number: EJ1179008
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0737-0008
Improving Written Argumentative Synthesis by Teaching the Integration of Conflicting Information from Multiple Sources
Mateos, Mar; Martín, Elena; Cuevas, Isabel; Villalón, Ruth; Martínez, Isabel; González-Lamas, Jara
Cognition and Instruction, v36 n2 p119-138 2018
The goal of this study was to assess the effectiveness of 2 different types of intervention aimed at improving written argumentative synthesis by integrating conflicting information from different sources. Both interventions combined the use of a guide with collaborative practice, but one of them also included explicit strategy instruction. Only students who received additional explicit instruction showed an improved ability to integrate conflicting information and increased the number of arguments they selected from the sources.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A