87-99

• Σπαντιδάκης, Ιωάννης
• Βασαρμίδου, Δέσποινα

Writing is a difficult and demanding activity for students, because as a problem-solving process it reflects complex intellectual activities. Writing becomes more complicated when it refers to argumentative texts that require skills of formal logic and high level of abstract thinking. The teaching of writing is consequently effective when it is focused on the cognitive processes through which students acquire the essential knowledge for the composition of communication texts and develop metacognitive skills of deliberate follow-up of writing. This paper presents a research project focusing on the application of social-cognitive intervention for the teaching of production of argumentative text and the assessment of teaching results in support of the students' writing strategies as well as their metacognitive skills. The research showed statistically significant improvement of the writing metacognitive skills of the member's of the experimental group, compared with the control group.

• Educational sciences
• Computer and information sciences

• Language and education
• Written communication
• Learning
• Statistics

παραγωγή γραπτού λόγου, κοινωνικο-γνωστική παρέμβαση, γνωσιακά εργαλεία, επιχειρηματολογικό κείμενο

Περιέχει γραφήματα, πίνακες και βιβλιογραφία