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

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Abstract

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.

Original languageEnglish (US)
Pages (from-to)1343-1376
Number of pages34
JournalEuropean Journal of Psychology of Education
Volume38
Issue number4
DOIs
StatePublished - Dec 2023

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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