You are here:

Arguing to Learn and Learning to Argue: Design Justifications and Guidelines
ARTICLE

,

Educational Technology Research and Development Volume 58, Number 4, ISSN 1042-1629

Abstract

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.

Citation

Jonassen, D.H. & Kim, B. (2010). Arguing to Learn and Learning to Argue: Design Justifications and Guidelines. Educational Technology Research and Development, 58(4), 439-457. Retrieved May 21, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.