Argumentation for Learning: Well-Trodden Paths and Unexplored Territories

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A systematic review of teacher guidance during collaborative learning in primary and secondary education (2019, background): “Collaborative learning (CL) refers to instructional arrangements that involve two or more students working together on a shared learning goal (Asterhan & Schwarz, 2016; Dillenbourg, 1999; Gillies & Boyle, 2008).”
Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction (2017, background): “Tasks goals that lead to persuasion and dispute rather than deliberation can impede the quality of argumentative discourse and subsequent learning outcomes (Asterhan & Schwarz, 2016; Felton et al., 2009, 2015).”
Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues (2020, background): “Engagement in dialogic argumentation might be a promising way for supporting both objectives, namely acquiring content knowledge (Asterhan & Schwarz, 2016; Iordanou & Kuhn, 2019; Iordanou, Kuhn, Matos, Shi, & Hemberger, 2019) and developing evaluativist epistemic beliefs (Iordanou, 2016a; 2016b).”