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Improving Written Argumentative Synthesis by Teaching the Integration of Conflicting Information from Multiple Sources

Abstract: 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.

 Autoría: Mateos M., Martín E., Cuevas I., Villalón R., Martínez I., González-Lamas J.,

 Fuente: Cognition & Instruction, vol. 36, 2, pp.119-138

Editorial: Taylor & Francis

 Año de publicación: 2018

Nº de páginas: 41

Tipo de publicación: Artículo de Revista

DOI: 10.1080/07370008.2018.1425300

ISSN: 0737-0008,1532-690X

Proyecto español: EDU2013-46606-C2-1

Url de la publicación: https://www.tandfonline.com/doi/full/10.1080/07370008.2018.1425300

Autores/as

MATEOS, MAR

MARTÍN, ELENA

CUEVAS, ISABEL

MARTÍNEZ, ISABEL

GONZÁLEZ-LAMAS, JARA