Critical Questions and Argument Stratagems: A Framework for Enhancing and Analyzing Students' Reasoning Practices

By E. Michael Nussbaum, Ordene V. Edwards. 2011

209 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a57e6285f3b3589646d0c551c41c40b54ed4fc39

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In Developmental and Educational Psychology

In Education

In Sociology and Political Science

Citations in the corpus

Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies (2012, background): “…(a) use this example as a bridge for teaching other argumentative strategies to students more formally in discussions (cf., Felton & Kuhn, 2001; Nussbaum & Edwards, 2011) that precede planning or composing activities (Wissinger & De La Paz, 2012) or (b) use this form of reasoning as students…”
Plausibility Judgments in Conceptual Change and Epistemic Cognition (2016, background): “For example, Nussbaum and Edwards (2011) have shown that critical questions can be used to increase students’ abilities to successfully evaluate arguments.”
Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change (2014, background): “A few examples among many include critical questions (Nussbaum & Edwards, 2011), discussion of socio-scientific issues (Nielson, 2012), model-based reasoning (Chinn & Samarapungavan, 2001), and promoting plausibility reappraisals that lead to conceptual change (Lombardi et al., 2013).”
Developing Norms of Argumentation: Metacognitive, Epistemological, and Social Dimensions of Developing Argumentive Competence (2013, result): “…& Schwarz, 2007, 2009; Berland & McNeill, 2010; Bricker & Bell, 2011; Felton, 2004; Iordanou, 2010; Jimenez-Aleixandre & Erduran, 2008; Kuhn & Udell, 2003; Kuhn, Goh, Iordanou, & Shaenfield, 2008; Nussbaum, 2008; Nussbaum & Edwards, 2011; Sampson & Clark, 2009; Udell, 2007; Zohar & Nemet, 2002).”
Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments (2020, background): “For example, Nussbaum and Edwards (2011) found that incorporating critical questions within argumentationvee-diagrams helped students to construct integrated arguments based clearly on evidence.”
Developing Dialogic Argumentation Skills: A 3-year Intervention Study (2014, background): “…typically with various kinds of software and graphic organizers designed to help students identify and keep track of argument structure (Andriessen, Baker, & Suthers, 2003; Kollar, Fischer, & Slotta, 2007; Nussbaum, 2008; Nussbaum & Edwards, 2011; Schworm & Renkl, 2007; Suthers & Hundhausen, 2003).”
Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016, background): “…writing have been considered two critical language tools for promoting student argumentation and ultimately advancing their knowledge development in science (Chen, Hand, & Park, 2016; Mason, 2001; Nussbaum & Edwards, 2011; Reznitskaya, Anderson, & Kuo, 2007; Rivard, 2004; Yore & Treagust, 2006).”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “Encouraging student questioning has been identified as pivotal in this regard (Chin & Osborne, 2010; Golanics & Nussbaum, 2008; Nussbaum & Edwards, 2011).”