Developing Argument Skills Across Scientific and Social Domains

Abstract Instant-messaging software was used as a method to promote development of argumentation skills in middle schoolers. Transfer of skills across content domains was the major question investigated. Forty sixth graders engaged in electronic dialogues with peers on a controversial topic—for half a science topic (dinosaur extinction) and for half a social topic (home schooling). During 13 sessions, participants worked with a partner in arguing with a succession of pairs of classmates who held an opposing view on the topic; in addition, they engaged in some reflective activities based on transcriptions of the dialogues. Another 18 sixth graders served in a control (nonintervention) condition. Although transfer occurred in both directions, science condition participants exhibited transfer of skills to the social topic to a greater extent than did social condition participants to the science topic. Results show the transfer, and hence generality, of developing argument skills but also suggest the importance as well as feasibility of fostering argument skills within science and social domains. ACKNOWLEDGEMENT This research was submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at the Columbia University, under the direction of Deanna Kuhn. Notes *p = .001, McNemar test. **p < .001, McNemar test. ***p < .002, McNemar test. *Significant change, p = .002, McNemar test. **Significant change, p = .016, McNemar test. ***Significant change, p = .031, McNemar test. ****Significant change, p = .008, McNemar test. *Significant change, p = .031, McNemar test. **Significant change, p = .008, McNemar test.