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Article

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

1
School of Applied Educational Science and Teacher Education, Philosophical Faculty, University of Eastern Finland, Yliopistokatu 7, FI-80100 Joensuu, Finland
2
Faculty of Education, University of Oulu, FI-90014 Oulu, Finland
3
Faculty of Educational Sciences, University of Helsinki, FI-00014 Helsinki, Finland
4
Faculty of Education, University of Lapland, FI-96101 Rovaniemi, Finland
*
Author to whom correspondence should be addressed.
Academic Editor: James Albright
Educ. Sci. 2021, 11(11), 734; https://doi.org/10.3390/educsci11110734
Received: 13 October 2021 / Revised: 4 November 2021 / Accepted: 9 November 2021 / Published: 15 November 2021
(This article belongs to the Special Issue Geography Education Promoting Sustainability—Series 2)
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 (n = 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. View Full-Text
Keywords: dramatic arc; argumentation; geography education; ARRA analysis dramatic arc; argumentation; geography education; ARRA analysis
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MDPI and ACS Style

Härmä, K.; Kärkkäinen, S.; Jeronen, E. The Dramatic Arc in the Development of Argumentation Skills of Upper Secondary School Students in Geography Education. Educ. Sci. 2021, 11, 734. https://doi.org/10.3390/educsci11110734

AMA Style

Härmä K, Kärkkäinen S, Jeronen E. The Dramatic Arc in the Development of Argumentation Skills of Upper Secondary School Students in Geography Education. Education Sciences. 2021; 11(11):734. https://doi.org/10.3390/educsci11110734

Chicago/Turabian Style

Härmä, Kimmo, Sirpa Kärkkäinen, and Eila Jeronen. 2021. "The Dramatic Arc in the Development of Argumentation Skills of Upper Secondary School Students in Geography Education" Education Sciences 11, no. 11: 734. https://doi.org/10.3390/educsci11110734

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