Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Francesca Crudele, Juliana E. Raffaghelli
Publishing Year 2023 Issue 2023/1
Language Italian Pages 19 P. 223-241 File size 0 KB
DOI 10.3280/ess1-2023oa15297
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Internal feedback is a construct that become recently relevant for the impact it has on metacognitive and affective-relational regulation, in relation to different skills and learning contexts. In particular, the concept of comparator, i.e. the tools, interventions, or resources that activate internal feedback, requires the support of empirical research. In this contribution, we take as an initial hypothesis that the argument maps’ (AM) visual component, already linked to the development of argumentative and critical thinking skills, could be a generative source of concrete comparison, allowing for a facilitated comprehension and an improvement of the sense-making abilities within argumentative texts. In fact, AMs diagram the logical relationships between different utterances, allowing the learner to keep track and better understand the reasoning chain. To test the above hypothesis, an experimental study was conducted to investigate the extent to which a course with AMs favored students in increasing: a) internal feedback (IF), associated with b) their level of text comprehension (CoT) and hence, c) critical thinking (CT).
Keywords: ; argument maps; internal feedback; comprehension of text; critical thinking; undergraduate students
Francesca Crudele, Juliana E. Raffaghelli, Le mappe argomentative come comparator di feedback interno: un laboratorio per studenti universitari in "EDUCATION SCIENCES AND SOCIETY" 1/2023, pp 223-241, DOI: 10.3280/ess1-2023oa15297