TY - JOUR
T1 - Demonstrating the effectiveness of two scaffolds for fostering students’ domain perspective reasoning
AU - List, Alexandra
N1 - Publisher Copyright:
© 2022, Instituto Universitário de Ciências Psicológicas, Sociais e da Vida.
PY - 2023/12
Y1 - 2023/12
N2 - 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.
AB - 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.
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U2 - 10.1007/s10212-022-00643-8
DO - 10.1007/s10212-022-00643-8
M3 - Article
AN - SCOPUS:85141801510
SN - 0256-2928
VL - 38
SP - 1343
EP - 1376
JO - European Journal of Psychology of Education
JF - European Journal of Psychology of Education
IS - 4
ER -