{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,27]],"date-time":"2026-03-27T12:21:53Z","timestamp":1774614113134,"version":"3.50.1"},"reference-count":46,"publisher":"Hogrefe Publishing Group","issue":"2-3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Zeitschrift f\u00fcr P\u00e4dagogische Psychologie"],"published-print":{"date-parts":[[2016,6]]},"abstract":"<jats:p> Welchen Einfluss haben dialogische Lernsituationen auf den Gebrauch von Evidenz bei adoleszenten Sch\u00fclerinnen und Sch\u00fclern? <\/jats:p><jats:p> Zusammenfassung. Diese Studie untersucht wie sich argumentativer Diskurs und individuelles Argumentieren in Bezug auf den Gebrauch von Evidenz unterscheiden. In einem 1 \u00d7 2 Cross-over Design diskutierten 37 Mittelstufensch\u00fclerinnen und \u2013Sch\u00fcler ein gesellschaftliches Thema mit ihrem Partner, entweder bevor oder nachdem sie einen kurzen Aufsatz zu ihrer eigenen Meinung verfassten. Als Hintergrundinformationen erhielten sie eine Sammlung qualitativ unterschiedlicher Evidenzen zu dem Themenbereich. Die Dialoge und Aufs\u00e4tze wurden untersucht in Hinblick auf a) die Art der Evidenz und b) auf welche Weise diese genutzt wurde. Die Ergebnisse zeigen, dass sich die Sch\u00fclerinnen und Sch\u00fcler in den Aufs\u00e4tzen h\u00e4ufiger auf die ihnen gemeinsam vorliegenden Evidenzen beziehen (geteilte Evidenz). In den Dialogen nutzen sie Evidenz hingegen h\u00e4ufiger, um den gegenteiligen Standpunkt zu adressieren und zeigen dabei eine klarere Argumentationslinie. Die Ergebnisse weisen auf eine h\u00f6here Effizienz der Dialoge im Vergleich zum individuellen Schreiben hin. 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