Development of argumentative statements through analysis of information and use of structured tables
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Authors
Issabekova, Zhanna
Zhakupova, Gulzhan
Karimova, Arailym
Issue Date
2025
Educational Level
ISCED Level 0 Early childhood education
Geographical Setting
Kazakhstan
Abstract
Background and Purpose: This study examines the development of students' argumentative statements through the use of structured tables to analyse and organize information. The research was conducted as a Lesson Study with 12 Grade 10 students (aged 15–16) in the subjects of Kazakh, English, and World History. A key challenge observed was that students struggled to form well-reasoned statements, provide appropriate evidence and examples, identify key points in texts, and recognize cause-and-effect relationships. The study aimed to address these difficulties by introducing tables as a structured tool for organizing textual analysis and improving argumentation skills.
Aims: The primary goal was to develop students’ analytical thinking skills by improving their ability to compare, generalize, construct logical reasoning, fully comprehend texts, and draw conclusions based on textual analysis using structured tables.
Study Design or Methodology: This research followed a Lesson Study approach, involving the observation of three lessons. A qualitative research design was applied, including classroom observations, student interviews, and a pre-study survey. Before starting the research, a survey was conducted to assess students' challenges in working with texts, particularly in identifying key ideas, structuring arguments, and providing evidence-based reasoning. The term ‘difficulty working with texts’ refers to students’ struggles in extracting relevant information, organizing their thoughts logically, and articulating well-supported arguments.
Findings: The structured tables implemented for analysing information in texts were effective, as students learned to systematically identify key ideas, organize supporting evidence, and construct well-reasoned arguments. The study found that students developed critical thinking by recognizing their own opinions, reflecting on different perspectives, and using relevant argumentative evidence. Students generated their own argumentative statements based on the structured analysis, rather than relying on pre-prepared responses.
Conclusions, Originality, Value, and Implications: The findings suggest that structured tables can be a valuable tool for improving students’ argumentation skills across multiple subjects. The approach provided a clear framework that helped students move from basic comprehension to higher-order thinking skills, which are essential for academic success. These results indicate that similar strategies could be effectively applied in other disciplines and educational settings. The study highlights the need for structured scaffolding in teaching argumentation, with a gradual transition toward independent analysis and reasoning. Future practice will focus on refining this approach and exploring its effectiveness in different learning contexts.
Aims: The primary goal was to develop students’ analytical thinking skills by improving their ability to compare, generalize, construct logical reasoning, fully comprehend texts, and draw conclusions based on textual analysis using structured tables.
Study Design or Methodology: This research followed a Lesson Study approach, involving the observation of three lessons. A qualitative research design was applied, including classroom observations, student interviews, and a pre-study survey. Before starting the research, a survey was conducted to assess students' challenges in working with texts, particularly in identifying key ideas, structuring arguments, and providing evidence-based reasoning. The term ‘difficulty working with texts’ refers to students’ struggles in extracting relevant information, organizing their thoughts logically, and articulating well-supported arguments.
Findings: The structured tables implemented for analysing information in texts were effective, as students learned to systematically identify key ideas, organize supporting evidence, and construct well-reasoned arguments. The study found that students developed critical thinking by recognizing their own opinions, reflecting on different perspectives, and using relevant argumentative evidence. Students generated their own argumentative statements based on the structured analysis, rather than relying on pre-prepared responses.
Conclusions, Originality, Value, and Implications: The findings suggest that structured tables can be a valuable tool for improving students’ argumentation skills across multiple subjects. The approach provided a clear framework that helped students move from basic comprehension to higher-order thinking skills, which are essential for academic success. These results indicate that similar strategies could be effectively applied in other disciplines and educational settings. The study highlights the need for structured scaffolding in teaching argumentation, with a gradual transition toward independent analysis and reasoning. Future practice will focus on refining this approach and exploring its effectiveness in different learning contexts.
Description
Keywords (free text)
lesson study , argumentative statements , critical thinking , structured tables , student engagement , text analysis