Developing Norms of Argumentation: Metacognitive, Epistemological, and Social Dimensions of Developing Argumentive Competence

By Deanna Kuhn, Nicole Zillmer, Amanda Crowell, Julia Zavala. 2013

221 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f03ab2fb92251fc2b8ff8899ab5236e6b2327103

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “Leman, P. J. (2010). Gender, collaboration and children’s learning.”
Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction (2017, background): “The fact that students did not rush into consensus may have been afforded by the , where a safe social climate had already been established (Arvaja et al., 2002), and norms that fostered reasoning over consensus (Kuhn et al., 2013).”
Critical Thinking as Discourse (2019, background): “Such an assessment thus offers an appraisal of individual performance and moreover one that incorporates both production and evaluation of arguments as dual aspects of critical thinking (Byrnes & Dunbar, 2014; Kuhn et al., 2013).”
Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment (2015, background): “Previous research highlighted the role of teacher (Ryu & Sandoval, 2012) and of extended engagement in year-long interventions for developing norms of argumentation (Kuhn, Goh, et al., 2008; Kuhn et al., 2013).”
Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension (2018, background): “Such changes in oral argumentation skill has also been shown to transfer to written performance, particularly in terms of normative ways of making arguments (Kuhn et al., 2013).”
Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016, background): “Scholars such as Kuhn et al. (2013) Mercer (2008), and Ryu and Sandoval (2012) have suggested that more studies of sustained engagement in argumentation are needed to understand the relationship between time, talk, writing, and knowledge development.”
Handbook of Epistemic Cognition (2016, background): “The evidence of transfer of gains in argument skills, for example from dialogic argumentation to evaluation of arguments at the individual level (Kuhn et al., 2013; Ryu & Sandoval, 2012), suggests that there is a core set of skills that supports both argument construction and evaluation.”