Argument and conceptual engagement

By E. Michael Nussbaum, Gale M. Sinatra. 2003

225 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/edda05bf9c52f68162bc8c2b707ff7ce44b329c3

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners (2012, unknown): “…(Sinatra & Broughton, 2011; Guzzetti, Snyder, Glass, & Gamas, 1993), modeling (Jonassen, 2008), promoting cognitive conflict (Chan, Burtis, & Bereiter, 1997), collaborative argumentation (Nussbaum & Sinatra, 2003), persuasive pedagogies (Sinatra & Kardash, 2004) and self explanation (Chi, 2000).”
Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011, background): “Researchers have found significant correlations between these measures and measures of performance on a variety of academic tasks (Nussbaum & Sinatra, 2003; Sinatra, Southerland, McConaughy, & Demastes, 2003).”
A Motivational View of Constructivist‐informed Teaching (2005, background): “Recent studies have also supported the use of this type of conflict situation (Nussbaum & Sinatra, 2003).”
Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction (2017, background): “Critical discussion allows learners to mirror opposing opinions and facilitates the recognition of multiple views (Kuhn, Shaw, & Felton, 1997) and understanding (Nussbaum & Sinatra, 2003).”
What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education (2013, background): “…mechanism that becomes activated only through the practice of argument (Means & Voss, 1996; Reznitskaya et al., 2001), because of its connection to critical thinking (Kuhn, 2005), and finally, because people seem to learn better when they argue (Baker, 2003; Leitao, 2000; Nussbaum & Sinatra, 2003).”
Role of Epistemic Beliefs and Scientific Argumentation in Science Learning (2008, background): “Engaging in argumentation can also promote conceptual change, in the minds of scientists debating a new finding or theory (Dole & Sinatra, 1998 ; Driver, Newton, & Osborne, 2000 ) or in the minds of students asked to consider alternative points of view and evaluate alternative conceptions (Nussbau”
The Effects of Monological and Dialogical Argumentation on Concept Learning in Evolutionary Theory (2007, background): “A notable exception in the argumentation and learning literature is a study conducted by Nussbaum & Sinatra (2003), who investigated the effects of a conceptual change intervention based on argumentation.”
Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change. (2013, background): “Motivation, Cognitive Engagement, and Conceptual Change Nussbaum and Sinatra (2003) tested a conceptual change intervention based on argumentation.”
On the failure of cognitive ability to predict myside and one-sided thinking biases (2008, background): “…the avoidance of myside bias and one-side bias—the foundational skills in the critical thinking literature and in the rational thinking literature aimed at educational applications (Baron, 2000; Evans, 2005; Kuhn, 1993, 2005; Nussbaum & Sinatra, 2003; Perkins, 1995; Sternberg, 1997, 2001, 2003).”
Concept Mapping to Reveal Prior Knowledge and Conceptual Change in a Mock Summit Course on Global Climate Change (2005, background): “This is especially true when students are encouraged to engage in discussions and develop scientific arguments as they collaborate in their problem solving efforts (Nussbaum and Sinatra, 2003).”
Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms (2010, background): “Indeed, a study by Nussbaum and Sinatra (2003) found that “argumentation does have potential as a conceptual change intervention,” probably because “when constructing an argument, individuals must consider both sides of the issue, explain aspects of the problem that are anomalous to their existing”
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.”
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).”