Argumentation for Learning: Well-Trodden Paths and Unexplored Territories.
Saved in:
| Title: | Argumentation for Learning: Well-Trodden Paths and Unexplored Territories. |
|---|---|
| Authors: | Asterhan, Christa S. C. (AUTHOR), Schwarz, Baruch B. (AUTHOR) |
| Source: | Educational Psychologist. Apr-Jun2016, Vol. 51 Issue 2, p164-187. 24p. 2 Diagrams, 2 Charts. |
| Subjects: | Study & teaching of oratory, Learning strategy instruction, Empirical research, Knowledge management, Discourse ethics, Education |
| Abstract: | There is increasing consensus among psycho-educational scholars about argumentation as a means to improve student knowledge and understanding of subject matter. In this article, we argue that, notwithstanding a strong theoretical rationale, causal evidence is not abundant, definitions of the objects of study (argumentation, learning) are often not well defined, and the variance in research methods is large. We argue that we systematically review the available research evidence by mapping it on the Argumentation For Learning research framework, which specifies the differentantecedents,dialogue characteristics, andlearning outcomesof argumentation. In doing so, we identify claims that are supported with substantive empirical evidence and demonstrate which questions are still open to further empirical examination. We also uncover several promising, relatively unexplored venues for future research. [ABSTRACT FROM PUBLISHER] |
| Copyright of Educational Psychologist is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | There is increasing consensus among psycho-educational scholars about argumentation as a means to improve student knowledge and understanding of subject matter. In this article, we argue that, notwithstanding a strong theoretical rationale, causal evidence is not abundant, definitions of the objects of study (argumentation, learning) are often not well defined, and the variance in research methods is large. We argue that we systematically review the available research evidence by mapping it on the Argumentation For Learning research framework, which specifies the differentantecedents,dialogue characteristics, andlearning outcomesof argumentation. In doing so, we identify claims that are supported with substantive empirical evidence and demonstrate which questions are still open to further empirical examination. We also uncover several promising, relatively unexplored venues for future research. [ABSTRACT FROM PUBLISHER] |
|---|---|
| ISSN: | 00461520 |
| DOI: | 10.1080/00461520.2016.1155458 |
