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ERIC Number: EJ886718
Record Type: Journal
Publication Date: 2010-Aug
Pages: 19
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1042-1629
Arguing to Learn and Learning to Argue: Design Justifications and Guidelines
Jonassen, David H.; Kim, Bosung
Educational Technology Research and Development, v58 n4 p439-457 Aug 2010
Meaningful learning requires deep engagement with ideas. Deep engagement is supported by the critical thinking skill of argumentation. Learning to argue represents an important way of thinking that facilitates conceptual change and is essential for problem solving. In order to appropriately apply argumentation practices to learning, we first discuss reasons for using argumentation in learning environments or instruction. Next, we describe the skills of argumentation along with difficulties that learners experience when trying to argue. Following a brief description of the kinds of argumentation to persuade an audience of the validity of your position or solution (rhetorical) or to attempt to resolve differences in opinions or solutions (dialectical), we describe methods and guidelines for eliciting arguments from students. We conclude with processes for assessing the quality of student-generated arguments.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A