Arguing collaboratively: Argumentative discourse types and their potential for knowledge building
British Journal of Educational Psychology2015Vol. 85(3), pp. 372–386
Citations Over TimeTop 10% of 2015 papers
Abstract
When arguing to reach - rather than defend - a conclusion, students are more likely to coconstruct knowledge by exchanging and integrating arguments. These findings are consistent with predictions about the potential of argumentation for knowledge building and suggest that teachers must attend to discourse goals when using argumentation to support learning and reasoning.
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