The Dramatic Arc in the Development of Argumentation Skills of Upper Secondary School Students in Geography Education

Geography education can facilitate learners’ critical thinking and argumentation skills to make well-reasoned decisions on social and environmental issues. This study reports on a geography course consisting of 18 lessons, each of them 75 min, designed to afford intensive practice in argumentation t...

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Autores principales:	Kimmo Härmä, Sirpa Kärkkäinen, Eila Jeronen
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	dramatic arc argumentation geography education ARRA analysis Education L
Acceso en línea:	https://doaj.org/article/ac921b11781046efb08a1ccdc1c259fe
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spelling	oai:doaj.org-article:ac921b11781046efb08a1ccdc1c259fe2021-11-25T17:23:48ZThe Dramatic Arc in the Development of Argumentation Skills of Upper Secondary School Students in Geography Education10.3390/educsci111107342227-7102https://doaj.org/article/ac921b11781046efb08a1ccdc1c259fe2021-11-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/734https://doaj.org/toc/2227-7102Geography education can facilitate learners’ critical thinking and argumentation skills to make well-reasoned decisions on social and environmental issues. This study reports on a geography course consisting of 18 lessons, each of them 75 min, designed to afford intensive practice in argumentation to upper secondary school students (<i>n</i> = 21) and following the dramatic arc. The study produces examples of different developmental pathways of upper secondary school students’ argumentation during the geography course. In this qualitative case study, the data were collected from learning diaries and analyzed using content analysis following ARRA-analysis (Analysis of Reasoning, Rhetorics and Argumentation), which is based on Toulmin’s argumentation model. The results indicated that most of the students developed justified arguments and composed clear claims and relevant rhetorical modes such as qualifications, rhetorical questions and rebuttals. Justification categories that were mainly used were backings, grounds and warrants. However, some students had difficulties in recognizing the main claim and arguments. The students developed their argumentation skills following the dramatic arc. They possessed the prerequisites for argumentative reasoning and writing but needed further practice in analytical and critical writing.Kimmo HärmäSirpa KärkkäinenEila JeronenMDPI AGarticledramatic arcargumentationgeography educationARRA analysisEducationLENEducation Sciences, Vol 11, Iss 734, p 734 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	dramatic arc argumentation geography education ARRA analysis Education L
spellingShingle	dramatic arc argumentation geography education ARRA analysis Education L Kimmo Härmä Sirpa Kärkkäinen Eila Jeronen The Dramatic Arc in the Development of Argumentation Skills of Upper Secondary School Students in Geography Education
description	Geography education can facilitate learners’ critical thinking and argumentation skills to make well-reasoned decisions on social and environmental issues. This study reports on a geography course consisting of 18 lessons, each of them 75 min, designed to afford intensive practice in argumentation to upper secondary school students (<i>n</i> = 21) and following the dramatic arc. The study produces examples of different developmental pathways of upper secondary school students’ argumentation during the geography course. In this qualitative case study, the data were collected from learning diaries and analyzed using content analysis following ARRA-analysis (Analysis of Reasoning, Rhetorics and Argumentation), which is based on Toulmin’s argumentation model. The results indicated that most of the students developed justified arguments and composed clear claims and relevant rhetorical modes such as qualifications, rhetorical questions and rebuttals. Justification categories that were mainly used were backings, grounds and warrants. However, some students had difficulties in recognizing the main claim and arguments. The students developed their argumentation skills following the dramatic arc. They possessed the prerequisites for argumentative reasoning and writing but needed further practice in analytical and critical writing.
format	article
author	Kimmo Härmä Sirpa Kärkkäinen Eila Jeronen
author_facet	Kimmo Härmä Sirpa Kärkkäinen Eila Jeronen
author_sort	Kimmo Härmä
title	The Dramatic Arc in the Development of Argumentation Skills of Upper Secondary School Students in Geography Education
title_short	The Dramatic Arc in the Development of Argumentation Skills of Upper Secondary School Students in Geography Education
title_full	The Dramatic Arc in the Development of Argumentation Skills of Upper Secondary School Students in Geography Education
title_fullStr	The Dramatic Arc in the Development of Argumentation Skills of Upper Secondary School Students in Geography Education
title_full_unstemmed	The Dramatic Arc in the Development of Argumentation Skills of Upper Secondary School Students in Geography Education
title_sort	dramatic arc in the development of argumentation skills of upper secondary school students in geography education
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/ac921b11781046efb08a1ccdc1c259fe
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The Dramatic Arc in the Development of Argumentation Skills of Upper Secondary School Students in Geography Education

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