Can teachers implement a student-centered dialogical argumentation method across the curriculum?

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Abstract

Does student-centered dialogical argumentation work in authentic classroom settings? Four experienced secondary teachers implemented an argument-based curriculum situated within the contexts of their four respective disciplines - language arts, history, science, and civic education. A mixed-method analysis showed that students who participated in the curriculum performed significantly better on a final argumentative essay, compared to control groups who studied the same content with the same teachers using customary methods. Teachers' interviews suggested additional effects including cognitive, metacognitive and socio-emotional skills. Discussion focuses on teachers' role within a dialogical curriculum and argumentation's applicability and efficiency as a transdisciplinary pedagogical method.
Original languageEnglish
Article number103404
Pages (from-to)1-14
Number of pages14
JournalTeaching and Teacher Education
Volume105
Early online dateJun 2021
DOIs
Publication statusPublished - Sep 2021

Keywords

  • Argument-based teaching
  • Dialogical argumentation
  • Discourse
  • Student-centered learning
  • Writing skills

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