Skip to main content
  • Get access
    Check if you have access via personal or institutional login
  • Cited by 3
  • Cited by
    This chapter has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Mougenot, Céline Détienne, Françoise Pennington, Miles Baker, Michael Corvin, Tim Veyrier, Clair-Antoine Arai, Kengo and Huron, Samuel 2017. Tensions in Creativity Workshops. p. 93.

    Repice, Michelle D. Keith Sawyer, R. Hogrebe, Mark C. Brown, Patrick L. Luesse, Sarah B. Gealy, Daniel J. and Frey, Regina F. 2016. Talking through the problems: a study of discourse in peer-led small groups. Chemistry Education Research and Practice, Vol. 17, Issue. 3, p. 555.

    Ludvigsen, Sten 2016. CSCL: connecting the social, emotional and cognitive dimensions. International Journal of Computer-Supported Collaborative Learning, Vol. 11, Issue. 2, p. 115.

  • Print publication year: 2014
  • Online publication date: November 2014

22 - Arguing to Learn

from Part IV - Learning Together
Recommend this book

Email your librarian or administrator to recommend adding this book to your organisation's collection.

The Cambridge Handbook of the Learning Sciences
  • Online ISBN: 9781139519526
  • Book DOI:
Please enter your name
Please enter a valid email address
Who would you like to send this to *


Andriessen, J. (2005). Collaboration in computer conferencing. In A. O’Donnell, C. Hmelo, & G. Erkens (Eds.), Collaboration, reasoning, and technology (pp. 277–321). Mahwah, NJ: Lawrence Erlbaum Associates.
Andriessen, J. (2009). Argumentation in higher education: Examples of actual practices with argumentation tools. In N. Muller Mirza & A.-N. Perret-Clermont (Eds.), Argumentation and education: Theoretical foundations and practices (pp. 195–213). New York: Springer.
Andriessen, J., & Baker, M. (2013). Argument diagrams and learning: Cognitive and educational perspectives. In G. Schraw, M. McCrudden, & D. Robinson (Eds.), Learning through visual displays. Charlotte, NC: Information Age Publishing.
Andriessen, J., & Sandberg, J. (1999). Where is education heading and how about AI? International Journal of Artificial Intelligence in Education, 10(2), 130–150.
Baker, M. (2009). Argumentative interactions and the social construction of knowledge. In N. Muller Mirza & A.-N. Perret-Clermont (Eds.), Argumentation and education: Theoretical foundations and practices (pp. 127–144). New York: Springer.
Baker, M., Andriessen, J., & Järvelä, S. (Eds.) (2013). Affective learning together: Social and emotional dimensions of collaborative learning. London: Routledge.
Baker, M., & Lund, K. (1997). Promoting reflective interactions in a computer-supported collaborative learning environment. Journal of Computer Assisted Learning, 13, 175–193.
Barth, E. M., & Krabbe, E. C. W. (1982). From axiom to dialogue: A philosophical study of logics and argumentation. Berlin: Walter de Gruyter.
Bell, P. (1997). Using argument representations to make thinking visible for individuals and groups. In R. Hall, N. Miyake, & N. Enyedy (Eds.), Proceedings of CSCL ’97 (pp. 10–19). Toronto: University of Toronto Press.
Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797–817.
Berland, L. K., & Reiser, B. J. (2009). Making sense of argumentation and explanation. Science Education, 93(1), 26–55.
Berland, L. K., & Reiser, B. J. (2011). Classroom communities’ adaptations of the practice of scientific argumentation. Science Education, 95(2), 191–216.
Billig, M. (1987). Arguing and thinking: A rhetorical approach to social psychology. Cambridge: Cambridge University Press.
Bransford, J. D., Brown, A. L., & Cocking, R. (1999). How people learn: Brain, mind, experience and school. Washington, DC: National Academies Press.
Chi, M. T. H., & Van Lehn, K. A. (1991). The content of physics self-explanations. Journal of the Learning Sciences, 1(1), 69–105.
Clark, A. M., Anderson, R. C., Archodidou, A., Nguyen-Jahiel, K., Kuo, L.-J., & Kim, I. (2003). Collaborative reasoning: Expanding ways for children to talk and think in the classroom. Educational Psychology Review, 15, 181–198.
Clark, D. B., Sampson, V., Chang, H.-Y., Zhang, E., & Tate, E. D. (2012). Research on critique and argumentation from the Technology Enhanced Learning in Science Center. In M. S. Khine (Ed.), Perspectives on scientific argumentation: Theory, practice and research (pp. 157–199). Heidelberg: Springer.
De Vries, E., Lund, K., & Baker, M. J. (2002). Computer-mediated epistemic dialogue: Explanation and argumentation as vehicles for understanding scientific notions. The Journal of the Learning Sciences, 11(1), 63–103.
Goldberg, T., Schwarz, B. B., & Porat, D. (2011). Changes in narrative and argumentative writing by students discussing “hot” historical issues. Cognition and Instruction, 29, 185–217.
Golder, C. (1996). Le développement des discours argumentatifs (The development of argumentative discourses). Lausanne: Delachaux & Niestlé.
Goldman, S. R., Duschl, R. A., Ellenbogen, K., Williams, S., & Tzou, C. T. (2003). Science inquiry in a digital age: Possibilities for making thinking visible. In H. van Oostendorp (Ed.), Cognition in a digital age (pp. 253–283). Mahwah, NJ: Lawrence Erlbaum Associates.
Harman, G. (1986). Change in view: Principles of reasoning. Cambridge, MA: MIT Press/Bradford Books.
Keefer, M. W., Seitz, C. L., & Resnick, L. B. (2000). Judging the quality of peer-led student dialogues. Cognition and Instruction, 18(1), 53–81.
Koschmann, T. (2003). CSCL, argumentation, and Deweyan inquiry: Argumentation is learning. In J. Andriessen, M. Baker, & D. Suthers (Eds.), Arguing to learn: Confronting cognitions in computer-supported collaborative learning environments (pp. 259–265). Dordrecht: Kluwer.
Kuhn, D. (1991). The skills of argument. Cambridge, MA: Cambridge University Press.
Kuhn, D. (2001). How do people know? Psychological Science, 12, 1–8.
Kuhn, D., Shaw, V., & Felton, M. (1997). Effects of dyadic interaction on argumentative reasoning. Cognition and Instruction, 15(3), 287–315.
Laurillard, D. (1993) Rethinking university teaching: A framework for the effective use of educational technology. London: Routledge.
Leitão, S. (2001). Analyzing changes in view during argumentation: A quest for method. Forum Qualitative Social Research, 2, 2.
Levin, J., & Moore, J. (1980). Dialogue-games: Meta-communication structure for natural language interaction. Cognitive science, 1(4), 395–420.
Linn, M. C. (2006). The knowledge integration perspective on learning and instruction. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 243–264). New York: Cambridge University Press.
Mackenzie, J. D. (1979). Question-begging in noncumulative systems. Journal of Philosophical Logic, 8, 117–133.
Matusov, E. (2009). Journey into dialogic pedagogy. New York: Nova Science Publishers.
McAlister, S., Ravenscroft, A., & Scanlon, E. (2004). Combining interaction and context design to support collaborative argumentation using a tool for synchronous CMC. Journal of Computer Assisted Learning, 20(3), 194–204.
Mercer, N., Wegerif, R., & Dawes, L. (1999). Children’s talk and the development of reasoning in the classroom. British Educational Research Journal, 25(1), 95–111.
Muller Mirza, N., Perret-Clermont, A.-N., Tartas, V., & Iannaccone, A. (2009). Psychosocial processes in argumentation. In N. Muller Mirza & A.-N. Perret-Clermont (Eds.), Argumentation and education: Theoretical foundations and practices (pp. 67–90). New York: Springer.
Nonnon, E. (1996). Activités argumentatives et élaboration de connaissances nouvelles: Le dialogue comme espace d’exploration (Argumentative activities and elaboration of new knowledge). Langue Francaise, 112, 67–87.
Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328, 463–466.
Peng, K., & Nisbett, E. (1999). Culture, dialectics, and reasoning about contradiction. American Psychologist, 54(9), 741–754.
Picard, R. W., Papert, S., Bender, W., Blumberg, B., Breazel, C., Cavallo, D., Machover, T., Resnick, M., Roy, D., & Strohecker, C. (2004). Affective learning – a manifesto. BT Technology Journal, 22(4), 253–269.
Pilkington, R., & Walker, A. (2003). Facilitating debate in networked learning: Reflecting on online synchronous discussion in higher education. Instructional Science, 31, 41–63.
Pontecorvo, C. (Ed.) (1993). Cognition and Instruction, 11 (3 & 4). Special issue: Discourse and Shared Reasoning.
Ravenscroft, A., & McAlister, S. (2008). Investigating and promoting educational argumentation: Towards new digital practices. International Journal of Research & Method in Education, 31(3), 317–335.
Reznitskaya, A., Anderson, R. C., McNurlen, B., Nguyen- Jahiel, K., Archodidou, A., & Kim, S. (2001). Influence of oral discussion on written argument. Discourse Processes, 32(2–3), 155–175.
Sandoval, W. A. (2003). Conceptual and epistemic aspects of students’ scientific explanations. The Journal of the Learning Sciences, 12(1), 5–51.
Schwarz, B., & Asterhan, C. S. (2011). E-moderation of synchronous discussions in educational settings: A nascent practice. The Journal of the Learning Sciences, 20, 1–48.
Schwarz, B., & Glassner, A. (2003). The blind and the paralytic: Supporting argumentation in everyday and scientific issues. In J. Andriessen, M. Baker, & D. Suthers (Eds.), Arguing to learn: Confronting cognitions in computer-supported collaborative learning environments (pp. 227–260). Dordrecht: Kluwer.
Schwarz, B. B., Kolikant, Y. B. D., & Mishenkina, M. (2012). “Co-alienation” mediated by common representations in synchronous e-discussions. Learning, Culture and Social Interaction, 1(3–4), 216–231.
Simonneaux, L. (2007). Argumentation in socio-scientific contexts. In S. Erduran & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education (pp. 179–199). New York: Springer.
Stein, N. L., & Albro, E. R. (2001). The origins and nature of arguments: Studies in conflict understanding, emotion, and negotiation. Discourse Processes, 32(2–3), 113–133.
Stein, N. L., & Bernas, R. (1999). The early emergence of argumentative knowledge and skill. In J. Andriessen & P. Coirier (Eds.), Foundations of argumentative text processing (pp. 97–116). Amsterdam: Amsterdam University Press.
Suthers, D., & Hundhausen, C. D. (2003). An experimental study of the effects of representational guidance on collaborative learning processes. The Journal of the Learning Sciences, 12(2), 183–218.
Suthers, D., & Weiner, A. (1995). Groupware for developing critical discussion skills. In J. L. Schnase & E. L. Cunnius (Eds.), Proceedings of CSCL ’95 (pp. 341–348). Mahwah, NJ: Lawrence Erlbaum Associates.
Tannen, D. (1998). The argument culture: Moving from debate to dialogue. New York: Random House Trade.
Tiberghien, A., & De Vries, E. (1997). Relating characteristics of learning situations to learner activities. Journal of Computer Assisted Learning, 13, 163–174.
Toulmin, S. E. (1958). The uses of argument. Cambridge: Cambridge University Press.
Van Amelsvoort, M., Andriessen, J., & Kanselaar, G. (2007). Representational tools in computer-supported collaborative argumentation-based learning: How dyads work with constructed and inspected argumentative diagrams. Journal of the Learning Sciences, 16(4), 485–522.
Van Eemeren, F., & Grootendorst, R. (1999). Developments in argumentation theory. In J. Andriessen & P. Coirier (Eds.), Foundations of argumentative text processing (pp. 43–57). Amsterdam: Amsterdam University Press.
Van Eemeren, F. H., Grootendorst, R., & Snoeck Henkemans, F. (1996). Fundamentals of argumentation theory: A handbook of historical backgrounds and contemporary developments. Hillsdale, NJ: Lawrence Erlbaum Associates.
Voss, J. F. (2005). Toulmin’s model and the solving of ill-structured problems. Argumentation, 19, 321–329.
Voss, J., & Means, M. (1991). Learning to reason via instruction in argumentation. Learning and Instruction, 1, 337–350.
Walton, D. (2000). The place of dialogue theory in logic, computer science and communication studies. Synthese, 123, 327–346.
Walton, D. N., & Krabbe, E. C. W. (1995). Commitment in dialogue. Albany: State University of New York Press.
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Harvard, MA: Harvard University Press.