Why Argue? Developing Understanding of the Purposes and Values of Argumentive Discourse

By Deanna Kuhn, Yanan Wang, Huamei Li. 2010

91 citations recorded by the source corpus.

How researchers see this paper

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

Beyond Construction: Five arguments for the role and value of critique in learning science (2015, background): “First, there is the challenge that there is a propensity to eschew the possible conflict associated with critique and argument (Cohen, 1995; Kuhn et al., 2011).”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “In a series of studies that included samples of Chinese and U.S. students, Kuhn et al. (2011) explored students’ values and beliefs about the desirability of argumentation.”
Developing Norms of Argumentation: Metacognitive, Epistemological, and Social Dimensions of Developing Argumentive Competence (2013, background): “Argumentation skills are demanding of cognitive resources, and they are unlikely to be employed unless those capable of them are disposed to do so because they understand and appreciate their value (Kuhn, 2005, 2009; Kuhn et al., 2010).”
The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation (2015, background): “Six responses drawn from work on young adolescents’ perceptions of the purposes and risks of argumentative discourse were provided (Kuhn et al., 2010) and students were asked to indicate the extent to which they agreed with each (choosing from completely agree, agree, disagree, and completely…”