Teaching and Learning Argumentation

By Alina Reznitskaya, Richard C. Anderson, Li-Jen Kuo. The Elementary school journal, 2007

215 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4ea23a27a6a1576dc8b8e63ea795c592407ee913

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011, background): “Anderson and colleagues ( Dong, Anderson, Kim, & Li, 2008 ) suggests that critical dialogue is important so that students internalize argument schemata as part of their self-talk and self-regulatory processes (for empirical support, see Reznitskaya, Anderson, & Kuo, 2007 ; Reznitskaya et al, 2001 ”
Discourse Patterns During Children's Collaborative Online Discussions (2007, background): “This finding has been repli cated several times (Dong, Anderson, Kim, & Li, 2006; Reznitskaya & Anderson, 2002; Reznitskaya, Anderson, & Kuo, 2007) and can be regarded as firmly estab lished.”
Handbook of Research on Learning and Instruction (2011, background): “If this is the case, the outcome of the interaction should lead to a grounded cognitive process relevant for the motor action (Kiefer & Barsalou, 2013).”
Teaching and Learning Argumentative Reading and Writing: A Review of Research (2011, methodology): “Drawing on argument schema theory, Reznitskaya et al. (2007) considered two explanations for why explicit instruction did not improve the students’ reflective essays: (1) “awareness of the rules, and the attempt to apply them, might have interfered with the students’ ability and motivation to…”
Collaborative reasoning: a dialogic approach to group discussions (2009, background): “In three studies, students in CR condition participated in four CR discussions (Dong et al., 2008; Kim, 2001; Reznitskaya et al., 2007).”
Improving pupil group work interaction and dialogue in primary classrooms: results from a year‐long intervention study (2009, background): “, 1999 ; Reznitskaya, Anderson, & Kuo, 2007 ) though few have combined this with training in social and other group work skills.”
Promoting reasoned argumentation, problem‐solving and learning during small‐group work (2009, background): “Interestingly, somewhat similar results were reported by Reznitskaya et al. (2007) who found, although students who had received explicit instruction in argumentative discourse during group discussions displayed significantly better knowledge of the argument schema than their peers who had not recei”