Two Wrongs May Make a Right ... If They Argue Together!

By Baruch B. Schwarz, Yair Neuman, Sarit Biezuner. 2000

214 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/e396adbd481d34c20f49dc04f0ef41cb9b3b52ed

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In Developmental and Educational Psychology

Citations in the corpus

Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, methodology): “Another is hypothesis-testing: Students may be asked to discuss these different answers and then be given the opportunity to test them with an objective testing device (such as scales, a calculator, an experiment), which either settles the difference or shows that neither was right and more explorat”
Construction of Collective and Individual Knowledge in Argumentative Activity (2003, background): “This is because individuals engaged in successive discussions do not have enough opportunities to integrate ideas raised during discussion (see Schwarz, 2000, for a research review).”
Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching (2013, background): “…of internalized language and thought practices, as well as possible interactions between dialogic teaching and the characteristics of the group members, including their ability, gender, personality traits, and relative status (see also Cohen & Lotan, 1995; Schwarz et al., 2000; Webb et al., 2007).”
Beyond Construction: Five arguments for the role and value of critique in learning science (2015, background): “Schwarz, Neuman, and Biezuner (2000) demonstrated that when students, who each possessed an incorrect cognitive strategy interacted, at least one of the students changed their thinking to the correct cognitive approach as a result of their critical interaction.”
Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms (2010, background): “Arguments can also enhance students' epistemic motivation and engagement ( Hatano & Inagaki, 2003 ) and help them to detect and resolve errors ( Schwarz, Neuman, & Biezuner, 2000 ).”