What is it about?
This study clarifies whether a specific type of role play supports upper secondary school students’ collaborative argumentation. Data consist of 12 dyadic face-to-face and 12 chat debates. Data analysis focused on the quality of students’ argumentation.
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Why is it important?
The study showed that in designing classroom practices for enhancing argumention complex patterns need to be taken into account. Namely, not only the standpoint defended (role play) but also gender in particular along with the discussion topic and the study mode were associated with the quality of the students’ argumentation.
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This page is a summary of: Defending either a personal or an assigned standpoint, Journal of Argumentation in Context, May 2018, John Benjamins,
DOI: 10.1075/jaic.17015.sal.
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