Arguing to learn and learning to argue: design justifications and guidelines

By David H. Jonassen, Bosung Kim. 2010

306 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1d1acd984115775a62de360d1715aa1dee4d515c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. C. Thompson
2. David H. Jonassen
3. Manu Kapur
4. Regina O. Smith
5. Woei Hung
6. Jeroen de Mast
7. Christian Kowalkowski
8. Fredrik Nordin

In Education

1. C. Thompson
2. David H. Jonassen
3. Manu Kapur
4. Regina O. Smith
5. Woei Hung
6. Brian R. Belland
7. Joyce Hwee Ling Koh
8. Jeroen de Mast

Citations in the corpus

• Critical Thinking across the Curriculum: Process over Output (2011, background): “With this approach to curricula, students may be more likely to appreciate and develop the characteristics of critical thinkers equipped to function in and contribute to the development of a dynamic global society”
• Designing for decision making (2012, background): “There are two primary kinds of arguments: rhetorical and dialectic (Jonassen and Kim 2010).”