Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students

By Jonathan Osborne, Shirley Simon, Andri Christodoulou, C. Howell-Richardson, Katherine Richardson. 2013

269 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a1d0a25dc2a29139571d48df09757e0e9d532bdb

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019, background): “The trouble is that no matter whether the focus is evaluation of theory, embedding in practice, or both, the initiatives have achieved only patchy success as regards target dialogue (e.g., Alexander et al., 2017; Lefstein & Snell, 2014; Osborne et al., 2013; Pehmer et al., 2015; Pimentel & McNeill, ”
Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, background): “…studies have focused on upper elementary (e.g., Chen et al. 2013; Benus 2011), middle school (e.g., Chin 2007; Kawalkar and Vijapurkar 2013), high school (e.g., McNeill and Pimentel 2010; Osborne et al. 2013; Scott et al. 2006), and college students (e.g., Kelly and Takao 2002; Tsai and Tsai 2014).”
Teacher professional development as a means of transforming student classroom talk (2016, result): “In contrast, programmes in which the analysis of video recordings did not serve as a basis for feedback to teachers on their teaching method (Osborne et al., 2013; Pimentel & McNeill, 2013) did not result in any change.”
Teacher interventions in small group work in secondary mathematics and science lessons (2016, background): “This paper focuses on a third important condition for supporting group discussions, how teachers manage group work in their classrooms, which remains under-researched (cf. Bennett et al. 2010; Osborne et al. 2013; Webb et al. 2009).”
Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment (2015, background): “epistemological understanding would also develop (Kuhn, 2010; Kuhn, Iordanou, et al., 2008; Osborne et al., 2013; Ryu &Sandoval, 2012).”
Promoting middle school students’ proportional reasoning skills through an ongoing professional development programme for teachers (2016, background): “Still other research has identified no immediate effect on student performance after professional development interventions (Allen et al., 2011; Osborne et al., 2013), or found no effect until the year after the intervention (Allen et al., 2011).”