Arguing for democracy. Promoting argumentation literacy in civic education in Switzerland
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Autor:in (Körperschaft)
Publikationsdatum
2026
Typ der Arbeit
Studiengang
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
International Journal of Educational Research Open
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
10
Ausgabe / Nummer
Seiten / Dauer
100563
Patentnummer
Verlag / Herausgebende Institution
Elsevier
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Deliberative democracy theories emphasise the importance of communicative engagement in civic opinion formation. Therefore, civic education should enable students with the skills to participate in deliberative processes, fostering argumentation literacy understood as both a linguistic and a political competence. This study examines how a teaching unit designed to promote transactive dialogue among 8th and 9th-grade (ISCED 2) students influences the quality of classroom debates. The unit combined a modified version of Gronostay’s argumentation training, teacher-designed thematic input, and a structured fishbowl debate format. Conducted during the 2022–2023 school year, the study involved four experienced teachers and their respective classes. Despite identical training and debate structures, the quality of student debates varied substantially across classrooms. All discussions began with one-sided arguments, but some evolved into extended critical and responsive exchanges, reflecting a higher level of transactive dialogue. This variation may be attributed to differences in the thematic input provided by each teacher, suggesting that the nature of didactic scaffolding merits further investigation.
Schlagwörter
Argumentationskompetenz, Politische Bildung, Argumentationstraining, Transaktivität
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
2666-3740
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Gold
Lizenz
Zitation
Wenger, L., Hubacher, M., Aydin, A., & Waldis Weber, M. (2026). Arguing for democracy. Promoting argumentation literacy in civic education in Switzerland. International Journal of Educational Research Open, 10, 100563. https://doi.org/10.1016/j.ijedro.2025.100563