Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment

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Critical Thinking as Discourse (2019, background): “…Kuhn, Hemberger, & Khait, 2016a) – widely regarded as a key educational objective and modality for display of critical thinking – as well as dialogic skills themselves (Crowell & Kuhn, 2014; Iordanou & Constantinou, 2015; Kuhn & Moore, 2015) and the disposition to use them (Kuhn & Zillmer, 2015).”
Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues (2020, background): “…prior knowledge and epistemic beliefs predict the quantity and quality of arguments is consistent with previous findings reported in the literature, as discussed above (Iordanou, Kendeou, & Beker, 2016; Iordanou & Constantinou, 2015; Mason & Scirica, 2006; Sadler & Fowler, 2006; Wu & Tsai, 2011).”
Handbook of Epistemic Cognition (2016, background): “43 24 /9 78 13 15 79 52 25 .c h3 to develop a comprehensive understanding of epistemic development (Iordanou & Constantinou, 2015).”
Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension (2018, background): “…intentionally and practiced over long periods of time, can lead to increased argumentation reasoning skills in a variety of settings from literacy to science classrooms (Berland & Reiser, 2011; Iordanou & Constantinou, 2015; Kuhn, Zillmer, Crowell, & Zavala, 2013; Schwarz & De Groot, 2007).”