Argumentation for Learning: Well-Trodden Paths and Unexplored Territories

Autor/inn/en	Asterhan, Christa S. C.; Schwarz, Baruch B.
Titel	Argumentation for Learning: Well-Trodden Paths and Unexplored Territories
Quelle	In: Educational Psychologist, 51 (2016) 2, S.164-187 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2016.1155458
Schlagwörter	Persuasive Discourse; Definitions; Research Methodology; Research Problems; Outcomes of Education; Evidence; Learning Processes; Rhetoric; Scaffolding (Teaching Technique); Computer Software; Computer Uses in Education; Scripts; Individual Differences; Epistemology; Beliefs; Student Motivation; Gender Differences; Cooperative Learning; Peer Relationship; Norms; Influences; Barriers + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Begriffsbestimmung; Research method; Forschungsmethode; Forschungskritik; Lernleistung; Schulerfolg; Evidenz; Learning process; Lernprozess; Rhetorik; Computernutzung; Skript; Individueller Unterschied; Erkenntnistheorie; Belief; Glaube; Schulische Motivation; Geschlechterkonflikt; Kooperatives Lernen; Peer-Beziehungen; Normwert; Influence; Einfluss; Einflussfaktor
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 different "antecedents, dialogue characteristics," and "learning outcomes" of 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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01