The Effects of Monological and Dialogical Argumentation on Concept Learning in Evolutionary Theory

By Christa S. C. Asterhan, Baruch B. Schwarz. 2007

291 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b6ec366129398061a8b41af34373460a520e90e0

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

In Education

Citations in the corpus

Critical Questions and Argument Stratagems: A Framework for Enhancing and Analyzing Students' Reasoning Practices (2011, background): “In philosophy, these models date back to Naess (1966) and to Barth and Krabbe’s (1982) notion of formal dialectics. In psychology, these models have been investigated by Perkins (1987), Kuhn (1991), Nussbaum and Kardash (2005), and others, who have found that individuals find it difficult to distanc”
Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. (2018, background): “Other authors (Asterhan & Schwarz, 2007; Martin & Ertzberger, 2016), point out that reflection provides meaningful learning.”
The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation (2015, background): “Students encouraged to discuss and debate, rather than to simply combine answers, show greater learning scores and greater maintenance of this knowledge over time (Asterhan & Schwarz, 2007, 2009).”
Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms (2010, background): “Research has shown that collaborative discussion can contribute to the development of conceptual understanding in science ( Asterhan & Schwarz, 2007 ; Howe, Tolmie, Duchak-Tanner, & Rattray, 2000 ; Mercer, Dawes, Wegerif, & Sams, 2004 ).”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “Moreover, in a subset of these (Asterhan & Schwarz, 2007; Nussbaum & Sinatra, 2003; Wiley & Voss, 1999) no effects were found on more superficial measures of knowledge acquisition or problem solving.”
ADAPTING A METHODOLOGY FROM MATHEMATICS EDUCATION RESEARCH TO CHEMISTRY EDUCATION RESEARCH: DOCUMENTING COLLECTIVE ACTIVITY (2012, background): “Such classrooms are beneficial for learners as there is mounting evidence that discussion and argumentation improves students’ conceptual understandings (e.g., Asterhan & Schwarz, 2007; Sampson & Clark, 2009; Osborne, 2010; Rasmussen, Kwon, Allen, Marrongelle & Burtch, 2006; Zohar & Nemet, 2002).”
Developing Norms of Argumentation: Metacognitive, Epistemological, and Social Dimensions of Developing Argumentive Competence (2013, unknown): “Efforts toward this end have met with some success (Asterhan & 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;…”
Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011, background): “…literature showing that the quality of students’ arguments is correlated with learning and conceptual change in science (Alexopoulou & Driver, 1996; Asterhan & Schwarz, 2007; Baker, 2009), understanding of mathematical concepts (Lampert, Rittenhouse, & Crumbaugh, 1996; Schwarz, Neuman, &…”
Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching (2013, background): “Similarly, Bakhtin (1986) wrote that “our thought itself .”
Arguing to learn and learning to argue: design justifications and guidelines (2010, background): “Argumentation leads to conceptual change (Asterhan and Schwarz 2007; Baker 1999; Nussbaum and Sinatra 2003; Wiley and Voss 1999).”
Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment (2015, background): “For example, Asterhan and Schwarz (2007) showed that engagement in argumentive discussion yielded greater learning gains regarding understanding of scientific concepts than engagement in mere collaborative activities.”