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The social dimension of learning through argumentation: Effects of human presence and discourse style.
16 references·1 citing·47 second hop
The social dimension of learning through argumentation: Effects of human presence and discourse style. (2014)The social dimension of learning through …Framing for scientific argumentation (2011)Framing for scientific argume…Arguing to Learn in Science: The Role of Collaborative, Critical Discourse (2010)Arguing to Learn in Science: …Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities (2009)Active‐Constructive‐Interacti…Dialogue and the Development of Children's Thinking: A Sociocultural Approach (2007)Dialogue and the Development …Fundamentals of Critical Argumentation (2005)Fundamentals of Critical Argu…Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust (2005)Commonsense Conceptions of Em…A framework to analyze argumentative knowledge construction in computer-supported collaborative learning (2005)A framework to analyze argume…The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study. (2002)The classroom environment and…Fostering students' knowledge and argumentation skills through dilemmas in human genetics (2001)Fostering students' knowledge…Communication patterns in computer mediated versus face-to-face group problem solving (2001)Communication patterns in com…Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. (1999)Constructing arguments from m…Social values and social conflict in creative problem solving and categorization. (1998)Social values and social conf…The quality of talk in children's collaborative activity in the classroom (1996)The quality of talk in childr…The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)The Role of Anomalous Data in…Politeness : Some Universals in Language Usage (1987)Politeness : Some Universals …The Measurement of Observer Agreement for Categorical Data (1977)The Measurement of Observer A…Counter-Arguing During Curriculum-Supported Peer Interaction Facilitates Middle-School Students’ Science Content Knowledge (2019)Counter-Arguing During Curric…The Skills of Argument (1991)Establishing the norms of scientific argumentation in classrooms (2000)The Uses of Argument (2003)TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse (2004)Beyond STS: A research-based framework for socioscientific issues education (2005)Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals (2008)The growth of logical thinking: From childhood to adolescence. 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References

  • 1977The Measurement of Observer Agreement for Categorical Data81,000 cited
  • 1987Politeness : Some Universals in Language Usage11,919 cited
  • 2009Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities1,605 cited
  • 1993The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction1,392 cited
  • 2001Fostering students' knowledge and argumentation skills through dilemmas in human genetics1,346 cited
  • 2007Dialogue and the Development of Children's Thinking: A Sociocultural Approach961 cited
  • 2010Arguing to Learn in Science: The Role of Collaborative, Critical Discourse949 cited
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  • 2002The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study.628 cited
  • 1996The quality of talk in children's collaborative activity in the classroom565 cited
  • 1999Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text.482 cited
  • 1998Social values and social conflict in creative problem solving and categorization.

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427 cited
  • 2011Framing for scientific argumentation396 cited
  • 2001Communication patterns in computer mediated versus face-to-face group problem solving391 cited
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    • 2019Counter-Arguing During Curriculum-Supported Peer Interaction Facilitates Middle-School Students’ Science Content Knowledge60 cited