Using Digital Concept Maps in Conflict Resolution Studies: Implications for Students' Argumentative Skills, Domain-Specific Knowledge, and Academic Efficacy.

ABSTRACT: While argumentation emerges as one of the major learning skills in the twenty-first century, a somewhat opaque landscape is revealed in terms of identifying its potential in enhancing higher-education students' domain-specific knowledge. In this study, argumentation-for-learning activity with digital concept mapping (CM) was designed and compared with a traditional teacher-centered activity to determine the former's effectiveness in promoting students' domain-specific factual, conceptual, and procedural knowledge. This study also examines how the proposed activity may contribute to students' academic efficacy and thus promote meaningful learning. A quasi-experimental design was employed by using convenience samples. Two identical courses were selected for this research: the first course wi

SUBMITTER: Kapshuk Y 

PROVIDER: S-EPMC9298486 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature