Argumentation as core curriculum

Kuhn, Deanna; Moore, Wendy

doi:10.1080/23735082.2015.994254

Cited by 48 publications

(58 citation statements)

References 12 publications

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“…Students read, “John thinks it's because people in the city go to tanning salons. What might someone say to John, if they think that John was wrong?” (This and the next task, note, require the more demanding skill of identifying arguments and evidence that weaken, rather than support, a claim [Kuhn & Moore, ], given it was the weaken skill that was emphasized during the intervention. ) …”

Section: Methodsmentioning

confidence: 99%

Can Engaging in Science Practices Promote Deep Understanding of Them?

et al. 2017

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It is now widely accepted, and indeed emphasized in the Next Generation Science Standards, that science education should encompass scientific practice as well as science content. By participating in an intellectual community engaged in the broad range of activities that constitute scientific inquiry, rather than simply mastering isolated science procedures, it is hoped students will come to better understand and appreciate the norms, goals, and values that govern the conduct of science. We put this expectation to empirical test by engaging a secondary school science class in an extended problem‐based activity that included design of investigations, multivariable causal analysis, and argumentation. Compared to students in a nonparticipating control group, in delayed assessments involving new content, participating students showed more advanced investigation, analysis, and argumentation skills, but also superior epistemological understanding regarding science as entailing the evaluation of claims in relation to available evidence.

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Section: Methodsmentioning

confidence: 99%

Can Engaging in Science Practices Promote Deep Understanding of Them?

et al. 2017

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“…Kuhn and Moore (2015) reported two major differences between the dialogues and the essays of middle schoolers addressing a new topic in each of the two contexts (dialogue and essay) on separate occasions a week apart. The discourse was written in both cases (via electronic communication in the dialogic case), making the two contexts more comparable.…”

Section: Evolution Of Argument In Discourse and Writing Over The Courmentioning

confidence: 99%

“…Our dialogic method has been successful in enhancing students' argumentative writing (Hemberger, Kuhn, Matos, & Shi, 2017;Kuhn & Crowell, 2011;Kuhn, Hemberger, & Khait, 2016a) -widely regarded as a key educational objective and modality for display of critical thinking -as well as dialogic skills themselves (Crowell & Kuhn, 2014;Iordanou & Constantinou, 2015;Kuhn & Moore, 2015) and the disposition to use them (Kuhn & Zillmer, 2015). What accounts for its success, especially in the domain of argumentative writing, where students of all ages have long been reported to perform poorly (Newell, Beach, Smith, & VanDerHeide, 2011)?…”

Section: Evolution Of Argument In Discourse and Writing Over The Courmentioning

confidence: 99%

Critical Thinking as Discourse

Kuhn¹

2019

Human Development

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Less than it is an individual ability or skill, critical thinking is a dialogic practice people engage in and commit to, initially interactively and then in interiorized form with the other only implicit. An argument depends for its meaning on how others respond. In advancing arguments, well-practiced thinkers anticipate their defeasibility as a consequence of others’ objections, in addition to envisioning their own potential rebuttals. Whether in external or interiorized form, the dialogic process creates something new, while itself undergoing development. This perspective may be useful in sharpening the definition of the construct of critical thinking and in so doing help to bring together the largely separate strands of work examining it as a theoretical construct, a measurable skill, and an educational objective. Implications for education follow. How might critical thinking as a shared practice be engaged within educational settings in ways that will best support its development? One step is to privilege frequent practice of direct peer-to-peer discourse. A second is to take advantage of the leveraging power of dialogue as a bridge to individual argument – one affording students’ argumentative writing a well-envisioned audience and purpose. Illustrations of this bridging power are presented. Finally, implications for assessment of critical thinking are noted and a case made for the value of commitment to a high standard of critical thinking as a shared and interactive practice.

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“…Such activities are those that more readily allow their intellectual value to be seen as students engage in them. Her research on this topic (e.g., Jewett & Kuhn, 2016;Kuhn & Moore, 2015), has suggested that at least two types of activities might foster such intellectual values (though there are likely others). The first are those that draw upon inquiry or research skills, and push students to formulate and systematically investigate the evidence related to questions that are of interest to them.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Perceived Benefits of an Undergraduate Degree

Norton

Martini

2017

cjsotl-rcacea

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Canadian university students tend to endorse employment-related reasons for attending university ahead of other reasons such as personal satisfaction or intellectual growth. In the present study, first- and fourth-year students from a mid-sized Canadian university reported on the benefits they expected to receive from their degree and rated their relative importance. These open-ended responses suggested that both groups of students placed a greater emphasis on benefits related to career preparation and economic advancement than those associated with learning and self-improvement. However, when asked to evaluate the importance of a comprehensive list of degree-related benefits both groups of students endorsed the value of many of them, including those related to learning and self-improvement. Our results suggest the importance of methodology in gathering data about this issue, and we consider them in light of current concerns with helping students to understand the full value of their degree. Les étudiants des universités canadiennes ont tendance à accepter les raisons qui se rapportent à l’emploi pour justifier les études universitaires avant d’autres raisons telles que la satisfaction personnelle ou la croissance intellectuelle. Dans la présente étude, des étudiants de première année et de quatrième année d’une université canadienne de taille moyenne ont indiqué les avantages qu’ils s’attendaient à obtenir avec leur diplôme et les ont classés par ordre d’importance. Ces réponses ouvertes suggèrent que les deux groupes d’étudiants ont attribué une plus grande importance aux avantages liés à la préparation de leur carrière et à l’avancement économique qu’à ceux liés à l’apprentissage et à l’amélioration personnelle. Toutefois, quand on leur a demandé d’évaluer l’importance d’une liste complète d’avantages liés à l’obtention d’un diplôme, les deux groupes d’étudiants ont reconnu la valeur de plusieurs d’entre eux, y compris ceux qui se rapportent à l’apprentissage et à l’amélioration personnelle. Nos résultats suggèrent que la méthodologie employée pour recueillir les données sur cette question est importante et nous les prenons en considération à la lumière des préoccupations actuelles pour aider les étudiants à comprendre la valeur globale de leur diplôme.

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Argumentation as core curriculum

Cited by 48 publications

References 12 publications

Can Engaging in Science Practices Promote Deep Understanding of Them?

Can Engaging in Science Practices Promote Deep Understanding of Them?

Critical Thinking as Discourse

Perceived Benefits of an Undergraduate Degree

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