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.

Acknowledgments

This research project was funded under the National Program for Basic Research Projects 2014–2016 by the Spanish Ministry of Economy and Competitiveness (EDU2013-46606-C2-1).

Additional information

Funding

Spanish Ministry of Economy and Competitiveness ID: EDU2013-46606-C2-1.