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Kuhn, Deanna; Zillmer, Nicole; Crowell, Amanda; Zavala, Julia – Cognition and Instruction, 2013
We examine how extended engagement in argumentation with peers leads to enhanced metalevel understanding of argumentive discourse. Following such engagement, young adolescents demonstrated enhanced understanding of counterargument and use of evidence as objectives of skilled argumentation, relative to a nonparticipating comparison group. Among the…
Descriptors: Persuasive Discourse, Metacognition, Peer Relationship, Early Adolescents
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Kuhn, Deanna; Pease, Maria – Cognition and Instruction, 2008
To identify the challenges that students must meet to engage in effective self-directed inquiry, a class was followed for three years, from the fourth through the sixth grades, as they engaged in a sequence of progressively more demanding inquiry activities. Students made substantial progress in understanding the objectives of inquiry, identifying…
Descriptors: Inquiry, Longitudinal Studies, Independent Study, Active Learning
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Kuhn, Deanna; Shaw, Victoria; Felton, Mark – Cognition and Instruction, 1997
Tested hypothesis that thinking about a topic enhances later reasoning quality about that topic. Found that, when young adolescents and adults discussed capital punishment, their range of different arguments increased, they shifted from one-sided to two-sided arguments, arguments were based within a framework of alternatives, and they were more…
Descriptors: Cognitive Processes, Early Adolescents, Metacognition, Persuasive Discourse
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Kuhn, Deanna; Black, John; Keselman, Alla; Kaplan, Danielle – Cognition and Instruction, 2000
Investigated intervention effects on mental models of multivariable causality in middle school students involved in inquiry learning. Found that inquiry learning promoted a correct mental model based on additive effects of individual features and a meta-strategic understanding of the need to control influences of other features. Also found…
Descriptors: Cognitive Development, Cognitive Structures, Discovery Learning, Inquiry