Abstract
Argumentation competencies are essential in order to participate in social discourse. Teaching these skills is one of the aims of geography lessons. However, since pupils often find it difficult to produce correct, complete and convincing arguments, there is a need for support from the teacher in developing these skills. In order to be able to support pupils individually, their existing argumentation competencies must first be determined by an educational diagnosis. In the study presented here, a diagnostic tool was developed in a digital learning unit and used and evaluated in a seminar with geography student teachers (This study was conducted with student teachers of the subject geography. We will further refer them as “students”) at the University of Cologne in Germany. The study showed that the students were mostly able to use the diagnostic tool correctly and to apply it competently. The results of the evaluation also showed a high level of acceptance of the OER and a good rating of the diagnostic tool by the students, especially due to its practical relevance.
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Notes
- 1.
DiGeo website: https://digeo-oer.net/doku.php?id=start.
- 2.
Website of the DiGeo sub-project Argumentation/Communication: https://www.ilias.uni-koeln.de/ilias/goto_uk_cat_3758292.html.
- 3.
Website for the OER “Diagnosis of argumentation skills”: https://www.ilias.uni-koeln.de/ilias/goto_uk_lm_4679282.html.
- 4.
SpiGu: Language-sensitive teaching and learning in inclusive geography teaching: formats of support in material-based argumentative writing.
- 5.
Link to the analysis grid: https://geodidaktik.uni-koeln.de/multimedia/analysebogen-zur-beurteilung-von-schriftlichen-argumentationen.
- 6.
By the term “chapter”, we refer to the chapters in the OER.
- 7.
A text written by a pupil of an 8th grade of a grammar school (ger.: Gymnasium) in Germany was used. His text was not written within a lesson at school, but as a test run at home.
- 8.
As mentioned before, not all of the 18 geography student teachers completed every section of the diagnostic sheet. The sampling size therefore varies between 15 and 18 students.
- 9.
The number of students varies in the individual categories because students sometimes formally misapplied the diagnostic questionnaire or filled it out incompletely.
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Acknowledgements
We would like to thank Lena Romeijn, Sebastian Seidel, Sarah Schwerdtfeger, Laura Nieß and Laura Maßmann for their help in creating and evaluating the OER.
Funding
This research was funded by the German Federal Ministry of Education and Research (BMBF) as part of the project “Generalisability and transferability of digital subject concepts using the example of responsible digital geomedia use in teacher education” (DiGeo), funding reference 16DHB3003.
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Budke, A., Hindmarsh, K. (2023). Promotion of Geography Student Teachers’ Abilities to Diagnose Pupils’ Written Argumentation Skills with the Help of a Diagnostic Tool. In: Klonari, A., De Lázaro y Torres, M.L., Kizos, A. (eds) Re-visioning Geography. Key Challenges in Geography. Springer, Cham. https://doi.org/10.1007/978-3-031-40747-5_1
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