Promoting reasoned argumentation, problem‐solving and learning during small‐group work

By Robyn M. Gillies, Asaduzzaman Khan. 2009

128 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f1506c8832c6422e2b65c0799d1117001d51e518

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Dialogic interactions in the cooperative classroom (2016, background): “Challenging students to provide explanations and reasons are important if they are connect what they have learned previously to what they are currently learning and engage in more reasoned argumentation, problem-solving and learning (Gillies & Khan, 2009; King, 2002).”
Teachers’ motivation to learn: implications for supporting professional growth (2018, background): “…2006, Cohen and Hill 2008, Heck et al. 2008), influence of students’ learning on teaching (for example, Jaberg et al. 2002, Kazemi and Franke 2004, Gillies and Khan 2009, Gillies and Haynes 2011), curriculum, development, enactment and implementation (for example, Collopy 2003, Remillard 2000,…”
The Nature of Pre-service Science Teachers’ Argumentation in Inquiry-oriented Laboratory Context (2013, background): “According to Gillies and Khan (2009), open-ended and discovery-based tasks are ill-structured since there is no certain answer to the problem.”
Teaching and Learning Argumentative Reading and Writing: A Review of Research (2011, result): “…asking versus a condition with just cooperative learning found that students in the cooperative plus questioning condition employed more elaborations, reasons, and justifications for their responses in their discussions than did their peers in the cooperative condition (Gillies & Khan, 2009).”
Cooperative Learning: Developments in Research (2014, background): “…those who are academically delayed (Stevens &Slavin, 1995b), conceptual understanding in science (Howe, 2009, 2013), problem-solving in mathematics (Slavin, 2013; Slavin & Lake, 2008), and higher-order thinking and learning (Gillies, 2011; Gillies & Haynes, 2011; Gillies & Khan, 2008, 2009).”