Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-t5tsf Total loading time: 0 Render date: 2024-11-18T03:17:32.285Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  21 January 2017

Baruch B. Schwarz
Affiliation:
Hebrew University of Jerusalem
Michael J. Baker
Affiliation:
Centre National de la Recherche Scientifique (CNRS), Paris
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Dialogue, Argumentation and Education
History, Theory and Practice
, pp. 247 - 278
Publisher: Cambridge University Press
Print publication year: 2016

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abu-Zayd, N. H. (2008). ‘Trial of thought: modern inquisition in Egypt’. In Drees, W. B. and van Koningsveld, P. S. (eds.), The Study of Religion and the Training of Muslim Clergy in Europe: Academic and Religious Freedom in the 21st Century (pp. 153–73). Leiden University Press. With an Appendix by Mona Zulficar, ‘My testimony on the case of Abu Zayd’ (pp. 174–8).Google Scholar
Aikins, J. W., Bierman, K. L. & Parker, J. G. (2005). Navigating the transition to junior high school: the influence of pre-transition friendship and self-system characteristics’. Social Development, 14(1), 4260.CrossRefGoogle Scholar
Al-Alwâni, T. J. (1986/1995). Islam: Conflit d’opinions. Pour une éthique du désaccord (trans. from the 3rd edn. of Adab al-ikhtilâl fî al-islâm [1986] by Benmahdjoub, I. and Messaoudi, M.). Paris: Al-Qalam.Google Scholar
Alexander, R. J. (2001). Culture and Pedagogy: International Comparisons in Primary Education. Oxford, UK: Blackwell.Google Scholar
Alexander, R. J. (2005). Towards Dialogic Teaching: Rethinking Classroom Talk. London: Dialogos.Google Scholar
Allen, A. (2002). ‘Power, subjectivity, and agency: between Arendt and Foucault’. International Journal of Philosophical Studies, 10(2), 131–49.CrossRefGoogle Scholar
Amigues, R. (1988). ‘Peer interaction in solving physics problems: socio-cognitive confrontation and metacognitive aspects’. Journal of Experimental Child Psychology, 45, 141–58.CrossRefGoogle Scholar
Anderson, R. C., Chinn, C., Waggoner, M. & Nguyen, K. (1998). ‘Intellectually stimulating story discussions’. In Osborn, J. and Lehr, F. (eds.), Literacy for All (pp. 170–86). New York: Guilford Press.Google Scholar
Andriessen, J. (2006). ‘Arguing to learn: confronting cognitions in computer-supported collaborative learning environments’. In Sawyer, R. K. (ed.), The Learning Sciences (pp. 443–59 ). New York: Cambridge University Press.Google Scholar
Andriessen, J. & Baker, M. J. (2015). ‘Arguing to learn’. In Sawyer, R. K. (ed.), The Cambridge Handbook of the Learning Sciences (2nd edn., pp. 439–60). Cambridge: Cambridge University Press.Google Scholar
Andriessen, J. & Coirier, P. (eds.). (1999). Foundations of Argumentative Text Processing. Amsterdam: University of Amsterdam Press.Google Scholar
Andriessen, J. & Schwarz, B. B. (2009). ‘Argumentative design’. In Muller-Mirza, N. and Perret-Clermont, A.-N. (eds.), Argumentation and Education: Theoretical Foundations and Practices (pp. 145174). Berlin: Springer-Verlag.CrossRefGoogle Scholar
Andriessen, J., Baker, M. J. & Suthers, D. (eds.). (2003). Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning environments. Dordrecht: Kluwer Academic.CrossRefGoogle Scholar
Andriessen, J., Baker, M. J. & van der Puil., C. (2011). ‘Socio-cognitive tension in collaborative working relations’. In Ludvigsen, S., Lund, A., Rasmussen, I. & Säljö, R. (eds.), Learning Across Sites: New Tools, Infrastructures and Practices (New Perspectives on Learning and Instruction Series) (pp. 222–42). London: Routledge.Google Scholar
Applebee, A. N. (1996). Curriculum as Conversation: Transforming Traditions of Teaching and Learning. University of Chicago Press.CrossRefGoogle Scholar
Arendt, H. (1954/2006). ‘The crisis of education’. In Arendt, H., Between Past and Future. London: Penguin.Google Scholar
Arendt, H. (1998/1958). The Human Condition. University of Chicago Press.CrossRefGoogle Scholar
Arzarello, F. (2008). ‘The proof in the 20th century’. In Boero, P. (ed.), Theorems in Schools: From History, Epistemology and Cognition to Classroom Practices (pp. 4364). Rotterdam: Sense.Google Scholar
Arzarello, F., Olivero, F., Paola, D. & Robutti, O. (2008). ‘The transition to formal proof in geometry’. In Boero, P. (ed.), Theorems in Schools: From History, Epistemology and Cognition to Classroom Practices (pp. 307424). Rotterdam: Sense.Google Scholar
Asterhan, C. S. C. (2012). ‘Facilitating classroom argumentation with computer technology’. In Gillies, R. (ed.), Pedagogies: New Developments in the Learning Sciences (pp. 105–29). New York: Nova Science.Google Scholar
Asterhan, C. S. C. (2013). ‘Epistemic and interpersonal dimensions of peer argumentation: conceptualization and quantitative assessment’. In Baker, M., Andriessen, J. & Jarvela, S. (eds.), Affective Learning Together (pp. 251–72). London: Routledge.Google Scholar
Asterhan, C. S. C. (2015). ‘Introducing online dialogues in collocated classrooms: if, why and how’. In Resnick, L. B., Asterhan, C. S. C. & Clarke, S. (eds.), Socializing Intelligence through Academic Talk and Dialogue (pp. 205–18). Washington, DC: AERA.Google Scholar
Asterhan, C. S. C. & Babichenko, M. (2015). ‘The social dimension of learning through argumentation: effects of human presence and discourse style’. Journal of Educational Psychology, 107(3), 740–55.CrossRefGoogle Scholar
Asterhan, C. S. C. & Eisenmann, T. (2011). ‘Introducing synchronous e-discussions in co-located classrooms: a study on the experiences of “active” and “silent” secondary school students’. Computers in Human Behavior, 27, 2169–77.CrossRefGoogle Scholar
Asterhan, C. S. C. & Rosenberg, H. (2015). ‘The promise, reality and dilemmas of secondary school teacher student interactions in Facebook: the teacher perspective’. Computers & Education, 85, 134–48.CrossRefGoogle Scholar
Asterhan, C. S. C. & Schwarz, B. B. (2007). ‘The effects of monological and dialogical argumentation on concept learning in evolutionary theory’. Journal of Educational Psychology, 99(3), 626–39.CrossRefGoogle Scholar
Asterhan, C. S. C. & Schwarz, B. B. (2009a). ‘Argumentation and explanation in conceptual change: indications from protocol analyses of peer-to-peer dialogue’. Cognitive Science, 33, 374400.CrossRefGoogle Scholar
Asterhan, C. S. C. & Schwarz, B. B. (2009b). ‘Transformation of robust misconceptions through peer argumentation’. In Schwarz, B. B., Dreyfus, T. & Hershkowitz, R. (eds.), Guided Transformation of Knowledge in Classrooms (pp. 159–72). London: Routledge.Google Scholar
Asterhan, C. S. C. & Schwarz, B. B. (2010). ‘Online moderation of synchronous e-argumentation’. International Journal of Computer-Supported Collaborative Learning, 5(3), 259–82.CrossRefGoogle Scholar
Asterhan, C. S. C. & Schwarz, B. B. (2016). ‘Argumentation for learning: well-trodden paths and unexplored territories’. Educational Psychologist, 51(2), 164–87.CrossRefGoogle Scholar
Asterhan, C. S. C., Schwarz, B. B. & Butler, R. (2009). ‘Inhibitors and facilitators of peer interaction that supports conceptual learning: the role achievement goal orientations’. In Taatgen, N. A. and van Rijn, H. (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society. Mahaw, NJ: Erlbaum.Google Scholar
Asterhan, C. S. C., Schwarz, B. B. & Cohen-Eliyahu, N. (2014). ‘Outcome feedback during collaborative learning: contingencies between feedback and dyad composition’. Learning & Instruction, 34(4), 110.CrossRefGoogle Scholar
Asterhan, C. S. C., Schwarz, B. B. & Gil, J. (2012). ‘Guiding computer-mediated discussions in the classroom: epistemic and interactional human guidance for small-group argumentation’. British Journal of Educational Psychology, 82, 375–97.Google Scholar
Bakeman, R. & Gottman, J.M. (1997). Observing Interaction: An introduction to sequential analysis. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Baker, M. J. (2003). ‘Computer-mediated interactions for the co-elaboration of scientific notions’. In Andriessen, J., Baker, M. & Suthers, D. (eds.), Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments. Dordrecht: Kluwer Academic.Google Scholar
Baker, M. J. (1999a). ‘Argumentative interactions and the social construction of knowledge’. In Mirza, N.M. & Perret-Clermont, A.-N. (eds.) Argumentation and Education: Theoretical Foundations and Practices (pp. 127–44). Berlin: Springer-Verlag.Google Scholar
Baker, M. J. (1999b). ‘Intersubjective and intrasubjective rationalities in pedagogical debates’. In Schwarz, B. B., Dreyfus, T. & Hershkowitz, R. (eds.), Transformation of Knowledge Through Classroom Interaction (New Perspectives on Learning and Instruction) (pp. 145–58). London: Routledge.Google Scholar
Baker, M. J. (1999c). ‘Argumentation and constructive interaction’. In Coirier, P. and Andriessen, J. (eds.), Foundations of Argumentative Text Processing (pp. 179202). Amsterdam: University of Amsterdam Press.Google Scholar
Baker, M. J. (2002). ‘Forms of cooperation in dyadic problem-solving’. Revue d’Intelligence Artificielle, 16(4–5), 587620.CrossRefGoogle Scholar
Baker, M. J. (2015). ‘The integration of pragma-dialectics and collaborative learning research: dialogue, externalisation and collective thinking’. In van Eemeren, F. H. and Garssen, B. (eds.), Scrutinizing Argumentation in Practice (pp. 175–99). Amsterdam: John Benjamins.Google Scholar
Baker, M. J. & Lund, K. (1997). ‘Promoting reflective interactions in a computer-supported collaborative learning environment’. Journal of Computer Assisted Learning. 13, 175–93.CrossRefGoogle Scholar
Baker, M. J. & Séjourné, A. (2007). ‘L’élaboration de connaissances chez les élèves dans un débat médiatisé par ordinateur’. In Specogna, A. (ed.), Enseigner dans l’interaction (pp. 81111). Nancy: Presses Universitaires de Nancy.Google Scholar
Baker, M. J., Andriessen, J. E. B. & Järvelä, S. (2013). Affective Learning Together: Social and Emotional Dimensions of Collaborative Learning. London: Routledge.CrossRefGoogle Scholar
Baker, M. J., Bernard, F. X. & Dumez-Féroc, I. (2012). ‘Integrating computer-supported collaborative learning into the classroom: the anatomy of a failure’. Journal of Computer Assisted Learning, 28(2), 161–76.CrossRefGoogle Scholar
Baker, M. J., Hansen, T., Joiner, R. & Traum, D. (1998). ‘Grounding’ for Intersubjectivity and Learning (Rep. No. CR-15/98). Lyon, France: Centre National de la Recherche Scientifique.Google Scholar
Baker, M. J., Hansen, T., Joiner, R. & Traum, D. (1999a). ‘The role of grounding in collaborative learning tasks’. In Dillenbourg, P. (ed.), Collaborative Learning : Cognitive and Computational Approaches (pp. 3163). Amsterdam: Pergamon/Elsevier Science.Google Scholar
Baker, M. J., Quignard, M., Lund, K. & Séjourné, A. (2003). ‘Computer-supported collaborative learning in the space of debate’. In Wasson, B., Ludvigsen, S. & Hoppe, U. (eds.), Designing for Change in Networked Learning Environments: Proceedings of the International Conference on Computer Support for Collaborative Learning 2003 (pp. 1120). Dordrecht: Kluwer Academic.CrossRefGoogle Scholar
Baker, M. J., Andriessen, J., Lund, K., van Amelsvoort, M. & Quignard, M. (2007). ‘Rainbow: a framework for analysing computer-mediated pedagogical debates’. International Journal of Computer-Supported Collaborative Learning, 2, 315–57.CrossRefGoogle Scholar
Bakhtin, M. M. (1981). The Dialogic Imagination: Four Essays by M. M. Bakhtin. Austin: University of Texas Press.Google Scholar
Bakhtin, M. M. (1986). Speech Genres and Other Late Essays, ed. Emerson, C. and Holquist, M., trans. McGee, V. W.. Austin: University of Texas Press.Google Scholar
Bakhtine, M. (1929/1977). Le Marxisme et la Philosophie du Langage [Marxism and Philosophy of Language] (1st edn., Voloshinov, Leningrad, 1929). Paris: Minuit.Google Scholar
Balacheff, N. (1991) ‘The benefits and limits of social interaction: the case of mathematical proof’. In Bishop, A., Mellin-Olson, S. & van Doormolen, J. (eds.), Mathematics Knowledge: Its Growth through Teaching (pp. 173–92). Dordrecht: Kluwer Academic.Google Scholar
Bar-On, D. (2010). ‘Storytelling and multiple narratives in conflict situations: from the TRT Group in the German-Jewish context to the dual-narrative approach of PRIME’. In Salomon, G. & Cairns, E. (eds.), Handbook on Peace Education (pp. 199212). New York: Psychology Press.Google Scholar
Barnes, D. (1976). From Communication to Curriculum. Harmondsworth, UK: Penguin Education.Google Scholar
Barnes, D. (2008). ‘Exploratory talk for learning’. In Mercer, N. & Hodgkinson, S. (eds.), Exploring Talk in School: Inspired by the Work of Douglas Barnes. (pp. 117). London: Sage.Google Scholar
Barnlund, D. C. (1975). Public and Private Self in Japan and the United States: Communicative Styles of Two Cultures. Tokyo: Simul.Google Scholar
Barron, B. J. S. (2000). ‘Achieving coordination in collaborative problem solving groups’. Journal of the Learning Sciences, 9, 403–36.CrossRefGoogle Scholar
Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., et al. (1998). ‘Doing with understanding: lessons from research on problem and project-based learning’. Journal of the Learning Sciences, 7(3&4), 271311.Google Scholar
Barth, E. M. & Krabbe, E. C. W. (1982). From Axiom to Dialogue: A Philosophical Study of Logic and Argumentation. Berlin: Walter de Gruyter.CrossRefGoogle Scholar
Bartolini-Bussi, M., Boero, P., Ferri, F., Garuti, R. & Mariotti, M. A. (1997). ‘Approaching geometry theorems in context’. In Pehkonen, E. (ed.), Proceedings of 21st Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 180–95). Lahti: University of Helsinki.Google Scholar
Barzilai, S. & Zohar, A. (2012). ‘Epistemic thinking in action: evaluating and integrating online sources’. Cognition and Instruction, 30(1), 3985.CrossRefGoogle Scholar
Bathgate, M., Crowell, A., Schunn, C., Cannady, M. & Dorph, R. (2015). ‘The learning benefits of being willing and able to engage in scientific argumentation’. International Journal of Science Education, 37(10), 15901612.CrossRefGoogle Scholar
Battistoni, R. M. & Hudson, W. E. (eds.). (1997). Experiencing Citizenship: Concepts and Models for Service Learning in Political Science. Washington: American Association for Higher Education.Google Scholar
Bauman, Z. (1988). ‘Strangers: the social construction of universality and particularity’. Telos, 78, 742.CrossRefGoogle Scholar
Belenky, M. F., Clinchy, B. M. V., Goldberger, N. R. & Tarule, J. M. (1986). Women’s Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books.Google Scholar
Bell, P. (1997). ‘Using argument representations to make thinking visible for individuals and groups’. In Hall, R., Miyake, N. & Enyedy, N. (eds.), Proceedings of CSCL’97: The Second International Conference on Computer Support for Collaborative Learning (pp. 1019). Toronto: University of Toronto Press.Google Scholar
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), 797817.CrossRefGoogle Scholar
Berkeley, . (1715/2006). Dialogues between Hylas and Philonous. London: Longman.Google Scholar
Berland, L. K. & Hammer, D. (2012). ‘Framing for scientific argumentation’. Journal of Research in Science Teaching, 49, 6894.CrossRefGoogle Scholar
Berland, L. K. & Lee, V. R. (2012). ‘Pursuit of consensus: disagreement and legitimization during small-group argumentation’. International Journal of Science Education, 34(12). DOI:10.1080/09500693.2011.645086.CrossRefGoogle Scholar
Berland, L. K. & Reiser, B. J. (2011). ‘Classroom communities’ adaptations of the practice of scientific argumentation’. Science Education, 95(2), 191216.CrossRefGoogle Scholar
Biesta, G. J. J. (2006). Beyond Learning. Democratic Education for a Human Future. Boulder, CO: Paradigm.Google Scholar
Biesta, G. J. J. (2013). The Beautiful Risk of Education. Boulder, CO: Paradigm.Google Scholar
Billig, M. (1996). Arguing and Thinking: A Rhetorical Approach to Social Psychology (2nd edn.). Cambridge University Press.Google Scholar
Blattberg, C. (2003). ‘Patriotic, not deliberative, democracy’. Critical Review of International Social and Political Philosophy, 6(1), 155–74.CrossRefGoogle Scholar
Blau, I. & Caspi, A. (2008). ‘Do media richness and visual anonymity influence learning? A comparative study using Skype. In Eshet, Y., Caspi, A. & Geri, N. (eds.), Learning in the Technological Era (pp. 1824). Ra’anana, Israel: Open University of Israel.Google Scholar
Blaye, A. (1990). ‘Peer interaction in solving a binary matrix problem: possible mechanisms causing individual progress’. In Mandl, H., De Corte, E., Bennett, N. & Friedrich, H. F. (eds.), Learning and Instruction, Vol. 2. London: Pergamon.Google Scholar
Bloch, M. (1914/1995). ‘Critique historique et critique du temoignage’. In Bloch, M., Histoire et Historiens : Texts Gathered by Etienne Bloch (pp. 816). Paris: Armand Colin.Google Scholar
Bloch, M. (1941). Apologie pour l’histoire ou Métier d’historien. Paris: Armand Colin.Google Scholar
Blondheim, M. & Blum-Kulka, S. (2001). ‘Literacy, orality, television: mediation and authenticity in Jewish conversational arguing, 1–2000 CE’. Communication Review, 4, 511–40.CrossRefGoogle Scholar
Boero, P., Garuti, R. & Lemut, E. (2007). ‘Approaching theorems in grade VIII: some mental processes underlying producing and proving conjectures, and conditions suitable to enhance them’. In Boero, P. (ed.), Theorems in schools: From History, Epistemology and Cognition to Classroom Practices (pp. 251–66). Rotterdam: Sense.CrossRefGoogle Scholar
Bouchard, R. (1988). ‘La conversation-palimpseste’. In Cosnier, J., Gelas, N. & Kerbrat-Orecchioni, C. (eds.), Échanges sur la conversation (pp. 105–21). Paris: CNRS.Google Scholar
Bourdieu, P. (2001). Langage et pouvoir symbolique. [Language and Symbolic Power]. Paris: Points Essais.Google Scholar
Bowen, J. (1981). A History of Western Education, Vol. 3: The Modern West. New York: St. Martin’s.Google Scholar
Brem, S. & Rips, L. (2000). ‘Explanation and evidence in informal argument’. Cognitive Science, 24, 573604.CrossRefGoogle Scholar
Brennan, S. E. & Lockridge, C. B. (2006). ‘Computer-mediated communication: a cognitive science approach’. In Brown, K. (ed.), ELL2, Encyclopedia of Language and Linguistics (2nd edn., pp. 775–80). Oxford: Elsevier.Google Scholar
Brennan, S. E., Galati, A. & Kuhlen, A. K. (2010). ‘Two minds, one dialog: coordinating speaking and understanding’. In Ross, B. H. (ed.), The Psychology of Learning and Motivation, Vol. 53 (pp. 301–44). New York: Academic Press.Google Scholar
Breuer, M. (2003). The Tents of Torah: The Yeshiva, Its Structure and History. Jerusalem: Zalman Shazar Center for Jewish History.Google Scholar
Britt, M. & Aglinskas, C. (2002). ‘Improving students’ ability to identify and use source information’. Cognition and Instruction, 20(4), 485522.CrossRefGoogle Scholar
Buber, M. (1923). Ich und Du. Leipzig: Insel-Verlag.Google Scholar
Burbules, N. (1993). Dialogue in Teaching: Theory and Practice. New York: Teachers College Press.Google Scholar
Burbules, N. & Rice, (1991). ‘Dialogue across differences: continuing the conversation’. Harvard Educational Review, 61(4), 393416.CrossRefGoogle Scholar
Butera, F. & Mugny, G. (1995). ‘Conflict between incompetencies and influence of a low-expertise source in hypothesis testing’. European Journal of Social Psychology, 25, 457–62.CrossRefGoogle Scholar
Butler, R. (2000). ‘What learners want to know: the role of achievement goals in shaping seeking, learning and interest’. In Sansone, C. & Harackiewicz, J. M. (eds.), Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance (pp. 11194). San Diego: Academic Press.Google Scholar
Buty, C. & Plantin, C. (2008). Argumenter en classe de sciences: Du débat à l’apprentissage [Arguing in the Science Classroom: From Debate to Learning]. Lyon: INRP.Google Scholar
Cameron, D. (1998). ‘Language, gender and discourse: a review’. Signs: Journal of Women, Culture and Society, 23(4), 945–73.CrossRefGoogle Scholar
Carmien, S., Kollar, I., Fischer, G. & Fischer, F. (2007). ‘The interplay of internal and external scripts: a distributed cognition perspective’. In Fischer, F., Kollar, I, Mandl, H. & Haake, J. (eds.), Scripting Computer-Supported Communication of Knowledge: Cognitive, Computational and Educational Perspectives (pp. 303–26). New York: Springer.Google Scholar
Carnevale, P. J. & Probst, T. (1998). ‘Social values and social conflict in creative problem solving and categorization’. Journal of Personality and Social Psychology, 74, 1300–9.CrossRefGoogle Scholar
Carugati, F. & Perret-Clermont, A.-N. (2015). ‘Learning and instruction: social-cognitive perspectives’. In Wright, James D. (ed.), International Encyclopedia of the Social & Behavioral Sciences (2nd edn., Vol. 13, pp. 670–6). Oxford, UK: Elsevier.Google Scholar
Cazden, C. (2001). Classroom Discourse: The Language of Teaching and Learning (2nd edn.). Portsmouth, NH: Heinemann.Google Scholar
Cazden, C., Bond, J. T., Epstein, A. S., Matz, R. D. & Savignon, S. J. (1977). ‘Language assessment: where, what and how’. Anthropology & Education Quarterly, 8: 8391.CrossRefGoogle Scholar
Chi, M. T. H., DeLeeuw, N., Chiu, M. & Lavancher, C. (1994). ‘Eliciting self-explanations improves understanding’. Cognitive Science, 18, 439–77.Google Scholar
Chi, M. T. H., Slotta, J. D. & de Leeuw, N. (1994). ‘From things to processes: a theory of conceptual change for learning science concepts’. Learning and Instruction, 4, 2743.CrossRefGoogle Scholar
Chi, M. T. H., Siler, S., Jeong, H., Yamauchi, T. & Hausmann, R. G. (2001). ‘Learning from tutoring’. Cognitive Science, 25, 471533.CrossRefGoogle Scholar
Chin, C. & Osborne, J. (2010). ‘Supporting argumentation through students’ questions: case studies in science classrooms’. Journal of the Learning Sciences, 19(2), 230–84.CrossRefGoogle Scholar
Chinn, C. A. & Brewer, W. F. (1998). ‘An empirical test of a taxonomy of responses to anomalous data in science’. Journal of Research in Science Teaching, 35(6), 623–54.3.0.CO;2-O>CrossRefGoogle Scholar
Chinn, C. A., Anderson, R. C. & Waggoner, M. A. (2001). ‘Patterns of discourse in two kinds of literature discussion’. Reading Research Quarterly, 36, 378411.CrossRefGoogle Scholar
Chinn, C. A., O’Donnell, A. M. & Jinks, T. S. (2000). ‘The structure of discourse in collaborative learning’. Journal of Experimental Education, 69, 7797.CrossRefGoogle Scholar
Chiu, M. M. (2004). ‘Adapting teacher interventions to student needs during cooperative learning: how to improve student problem solving and time on-task’. American Educational Research Journal, 41, 365–99.CrossRefGoogle Scholar
Clark, D. B. & Sampson, V. (2008). ‘Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality’. Journal of Research in Science Teaching, 45, 293321.CrossRefGoogle Scholar
Clark, D. B., Sampson, V., Weinberger, A. & Erkens, G. (2007). ‘Analytical frameworks for assessing dialogic argumentation in online learning environments’. Educational Psychology Review, 19, 343–74.CrossRefGoogle Scholar
Clark, H. H. & Brennan, S. E. (1991). ‘Grounding in communication’. In Resnick, L. B., Levine, J. & Teasley, S. D. (eds.), Perspectives on Socially Shared Cognition (pp. 127–49). Washington, DC: APA.Google Scholar
Clark, H. H. & Schaefer, E. F. (1989). ‘Contributing to discourse’. Cognitive Science, 13, 259–94.CrossRefGoogle Scholar
Clarke, S. (2015). ‘The right to speak’. In Resnick, L. B., Asterhan, S. C. S. & Clarke, S. (eds.), Socializing Intelligence through Academic Talk and Dialogue (pp. 167–80). Washington, DC: AERA.Google Scholar
Cobb, P. & Bauersfeld, H. (eds.). (1995). The Emergence of Mathematical Meaning: interaction in Classroom Cultures. Hillsdale, NJ: Erlbaum.Google Scholar
Cobb, P., Stephan, M., McClain, K. & Gravemeijer, K. (2001). ‘Participating in classroom mathematical practices’. Journal of the Learning Sciences, 10(1–2), 113–64.CrossRefGoogle Scholar
Cohen, J. (1998). ‘Democracy and liberty’. In Ellster, J. (ed.), Deliberative Democracy (pp. 185231). Cambridge University Press.CrossRefGoogle Scholar
Cohen, L. J. (1992). An Essay on Belief and Acceptance. Oxford, UK: Clarendon Press.Google Scholar
Cohen-Elyahu, N. (2011). ‘Dyadic interactions and Conceptual Change: The case of Proportional Reasoning’. PhD thesis. Hebrew University of Jerusalem.Google Scholar
Cole, M. (1996). Cultural Psychology: A Once and Future Discipline. Cambridge, MA: Belknap Press of Harvard University Press.Google Scholar
Coleman, E. B. (1998). ‘Using explanatory knowledge during problem solving in science’. Journal of the Learning Sciences, 7(3–4), 387427.CrossRefGoogle Scholar
Coleman, J. S. (1988). ‘Social capital in the creation of human capital’. American Journal of Sociology, 94 (Suppl.), S95–120.CrossRefGoogle Scholar
Condorcet, J.-A.-N. (1955/1795). Sketch for a Historical Picture of the Progress of the Human Mind, trans. Barraclough, June. New York: Noonday Press.Google Scholar
Copleston, F. (1950). A History of Philosophy, Vol. II: Medieval Philosophy. New York: Bantam Doubleday Dell.Google Scholar
Cuban, L. (2013). Inside the Black Box of Classroom Practice: Change without Reform in American Education. Cambridge, MA: Harvard University Press.Google Scholar
Darnon, C. & Butera, F. (2007). ‘Learning or succeeding? Conflict regulation with mastery or performance goals’. Swiss Journal of Psychology, 66, 145–52.CrossRefGoogle Scholar
Darnon, C., Butera, F. & Harackiewicz, J. M. (2007). ‘Achievement goals in social interactions: learning within mastery vs. performance goals’. Motivation & Emotion, 31, 6170.CrossRefGoogle Scholar
Darnon, C., Muller, D., Schrager, S. M., Panuzzo, N. & Butera, F. (2006). ‘Mastery and performance goals predict epistemic and relational conflict regulation’. Journal of Educational Psychology, 98, 766–76.CrossRefGoogle Scholar
de Vries, E., Lund, K. & Baker, M. (2002). ‘Computer-mediated epistemic dialogue: explanation and argumentation as vehicles for understanding scientific notions’. Journal of the Learning Sciences, 11, 63103.CrossRefGoogle Scholar
Derrida, J. (1982). ‘Difference’. In Margins of Philosophy (pp. 117). Chicago: University of Chicago Press.Google Scholar
Dewey, J. (1910). Democracy and Education. New York: Prometheus Books.Google Scholar
Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. New York: Macmillan.Google Scholar
Dewey, J. (1938) Experience and Education. New York: Collier/Macmillan.Google Scholar
Diderot, D. (1769). D’Alembert’s Dream. Trans. by Johnston, I. C.. Available online at: http://onlinebooks.library.upenn.edu/webbin/book/lookupid?key=olbp15890.Google Scholar
Dieudonné, J. (1989). A History of Algebraic and Differential Topology 1900–1960. Basel: Birkhaüser.Google Scholar
Dillenbourg, P. (ed.). (1999). Collaborative Learning: Cognitive and Computational Approaches. Amsterdam: Pergamon/Elsevier.Google Scholar
Dillenbourg, P. (2002). ‘Over-scripting CSCL: the risks of blending collaborative learning with instructional design’. In Kirschner, P. A. (ed.), Three Worlds of CSCL: Can We Support CSCL? (pp. 6191). Heerlen, Netherlands: Open Universiteit Nederland.Google Scholar
Dillenbourg, P., Baker, M., Blaye, A. & O’Malley, C. (1996). ‘The evolution of research on collaborative learning’. In Spada, E. & Reimann, P. (eds.), Learning in Humans and Machine: Towards an Interdisciplinary Learning Science (pp. 189211). Oxford, UK: Elsevier.Google Scholar
DiSessa, A. (1988). ‘Knowledge in pieces’. In Forman, G. & Pufall, P. (eds.), Constructivism in the Computer Age (pp. 4970). Hillsdale, NJ: Erlbaum.Google Scholar
DiSessa, A., Gillespie, N. M. & Esterly, J. B. (2004). ‘Coherence versus fragmentation in the development of the concept of force’. Cognitive Science, 28, 843900.CrossRefGoogle Scholar
Doise, W. & Mugny, G. (1984). The Social Development of the Intellect. Oxford: Pergamon.Google Scholar
Doise, W., Mugny, G. & Perret-Clermont, A.-N. (1975). ‘Social interaction and the development of logical operations’. European Journal of Social Psychology, 6, 367–83.Google Scholar
Dominicy, M. (2015). Perelman et l’école de Bruxelles [Perelman and the Brussels School]. Available online at: http://digitheque.ulb.ac.be/fileadmin/user_upload/Web_Bibliotheques/images/bibliotheques/BECS/Perelman/Marc_Dominicy_Article_Perelman.pdf.Google Scholar
Doosje, B. & Branscombe, N. R. (2003). ‘Attributions for the negative historical actions of a group’. European Journal of Social Psychology, 33, 235–48.CrossRefGoogle Scholar
Douek, N. (1999). ‘Argumentation and conceptualisation in context: a case study on sun shadows in primary school’. Educational Studies in Mathematics, 39, 89110.CrossRefGoogle Scholar
Douek, N. (2008) ‘Some remarks about argumentation and proof’. In Boero, P. (ed.), Theorems in Schools: From History, Epistemology and Cognition to Classroom Practices. Rotterdam: Sense.Google Scholar
Driver, R., Newton, P. & Osborne, J. (2000). ‘Establishing the norms of scientific argumentation in classrooms’. Science Education, 84, 287312.3.0.CO;2-A>CrossRefGoogle Scholar
Durand-Guerrier, V., Boero, P., Douek, N., Epp, S. S. & Tanguay, D. (2012). ‘Argumentation and proof in the mathematics classroom’. In Hanna, G. & de Villiers, M. (eds.), Proof and Proving in Mathematics Education (New ICMI Study Series 15, pp. 349–67). New York: Springer Science.Google Scholar
Duschl, R. & Osborne, J. (2002). ‘Supporting and promoting argumentation discourse in science education’. Studies in Science Education, 38, 3972.CrossRefGoogle Scholar
Duval, R. (1998). ‘Geometry from a cognitive point of view’. In Mammana, C. & Villani, V. (eds.), Perspectives on the Teaching of Geometry for the 21st Century: An ICMI Study (pp. 3762). Dordrecht: Kluwer Academic.Google Scholar
Dweck, C. (1986) ‘Motivational processes affecting learning’. American Psychologist, 41(10), 1040–8.CrossRefGoogle Scholar
Dweck, C. (2006). Mindset: The New Psychology of Success. New York: Random House.Google Scholar
Ellsworth, E. (1989). ‘Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy’. Harvard Educational Review, 59(3), 297325.CrossRefGoogle Scholar
Engle, R. A. & Conant, F. R. (2002). ‘Guiding principles for fostering productive disciplinary engagement: explaining an emergent argument in a community of learners classroom’, Cognition and Instruction, 20(4), 399483.CrossRefGoogle Scholar
Ennis, R. H. (1989). ‘Critical thinking and subject specificity: clarification and needed research’. Educational Researcher, 18(3), 410.CrossRefGoogle Scholar
Erduran, S. & Jiménez-Aleixandre, M. P. (2007). Argumentation in Science Education (Perspectives from Classroom-Based Research Series). New York: Springer.CrossRefGoogle Scholar
Erduran, S., Osborne, J. F. & Simon, S. (2004). ‘Enhancing the quality of argument in school science’. Journal of Research in Science Teaching, 41(10), 9941020.Google Scholar
Facione, P. A. (2011). Critical Thinking: What It Is and Why It Counts. Millbrae, CA: California Academic Press.Google Scholar
Felton, M. & Kuhn, D. (2001). ‘The development of argumentative discourse skills. Discourse Processes, 32, 135–53.CrossRefGoogle Scholar
Felton, M., Garcia-Mila, M. & Gilabert, S. (2009). ‘Deliberation versus dispute: the impact of argumentative discourse goals on learning and reasoning in the science classroom’. Informal Logic, 29, 417–46.CrossRefGoogle Scholar
Fernandez, M., Wegerif, R., Mercer, N. & Rojas-Drummond, S. M. (2002). ‘Reconceptualising “scaffolding” and the zone of proximal development in the context of symmetrical collaborative learning’. Journal of Classroom Interaction, 36, 4054.Google Scholar
Festinger, L. (1957). A Theory of Cognitive Dissonance. Stanford, CA: Stanford University Press.CrossRefGoogle Scholar
Fischbein, E. & Kedem, I. (1982). ‘Proof and certitude in the development of mathematical thinking’. In Vermandel, A. (ed.), Proceedings of the Sixth International Conference on the Psychology of Mathematics Education (pp. 128–31). Universitaire Instelling Antwerpen.Google Scholar
Fischer, F., Kollar, I., Mandl, H. & Haake, J. (eds.). (2007). Scripting Computer-Supported Communication of Knowledge: Cognitive, Computational and Educational Perspectives. New York: Springer.Google Scholar
Fischer, F., Kollar, I., Stegmann, K. & Wecker, C. (2013). ‘Toward a script theory of guidance in computer-supported collaborative learning’. Educational Psychologist, 48(1), 5666.CrossRefGoogle Scholar
Fishkin, J. S. & Luskin, R. C. (2005). ‘Experimenting with a democratic ideal: deliberative polling and public opinion’. Acta Politica, 40(3), 284–98.CrossRefGoogle Scholar
Flanders, N. A. (1970). Analyzing Teacher Behavior. Reading, MA: Addison-Wesley.Google Scholar
Ford, M. J. (2008). ‘Disciplinary authority and accountability in scientific practice and learning’. Science Education, 92, 404–23.CrossRefGoogle Scholar
Ford, M. J. (2012). ‘A dialogic account of sense-making in scientific argumentation and reasoning’. Cognition and Instruction, 30(3), 207–45.CrossRefGoogle Scholar
Foucault, M. (1972). Power/Knowledge: Selected Interviews and Other Writings. New York: Pantheon Books.Google Scholar
Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.Google Scholar
Friedman, M. (1988). ‘“For the miracles”: the prosperity of the Torah world (Yeshivot and Kollels) in Israel’. In Etkes, I. (ed.), Yeshivot and Battei Midrash (pp. 431–42). Jerusalem: Zalman Shazar Center for Jewish History.Google Scholar
Frijters, S., ten Dam, G. & Rijlaarsdam, G. (2008). ‘Effects of dialogic learning on value-loaded critical thinking’. Learning and Instruction, 18(1), 6682.CrossRefGoogle Scholar
Funkenstein, A. (1989). ‘Collective memory and historical consciousness’. History & Memory 1(1). 526.Google Scholar
Gadamer, H.-G. (1971/1995). Langage et vérité [Language and Truth]. Paris: Gallimard.Google Scholar
Galston, W. (1995). ‘Liberal virtues and the formation of civic character’. In Glendon, M. A. & Blankenhorn, D. (eds.), Seedbeds of Virtue. New York: Madison Books.Google Scholar
Galston, W. (1998). ‘Civic education in the liberal state’. In Oxenberg Rorty, A. (ed.), Philosophers on Education (pp. 470–80). London: Routledge.Google Scholar
Galton, M., Simon, B. & Croll, P. (1980). Inside the Primary School (the ORACLE Project). London: Routledge and Kegan Paul.Google Scholar
Galton, M., Hargreaves, L., Comber, C., Wall, D. & Pell, A. (1999). Inside the Primary Classroom: 20 Years On. London: Routledge.CrossRefGoogle Scholar
Garcia-Mila, M., Gilabert, S., Erduran, S. & Felton, M. (2013). ‘The effect of argumentative task goal on the quality of argumentative discourse’. Science Education, 97(4), 497523.CrossRefGoogle Scholar
Garuti, R., Boero, P. & Lemut, E. (1998). ‘Cognitive unity of theorems and difficulties of proof’. In Olivier, A. & Newstead, K. (eds.), Proceedings of 22nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 345–52). Stellenbosch, South Africa: Stellenbosch University Press.Google Scholar
Garuti, R., Boero, P., Lemut, E. & Mariotti, M. A. (1996). ‘Challenging the traditional school approach to theorems: a hypothesis about the cognitive unity of theorems’. In Puig, L. & Gutierrez, A. (eds.), Proceedings of 20th Conference of the International Group for the Psychology of Mathematics Education. (Vol. 2, pp. 113–20). Valencia, Spain: University of Valencia Press.Google Scholar
Gilbert, N. & Mulkay, M. (1984). Opening Pandora’s Box: A Sociological Analysis of Scientists’ Discourse. Cambridge University Press.Google Scholar
Gillies, R. M. (2004). ‘The effects of communication training on teachers’ and students’ verbal behaviours during cooperative learning’. International Journal of Educational Research, 41, 257–79.CrossRefGoogle Scholar
Gillies, R. M. (2009). Evidence-Based Teaching: Strategies That Promote Learning. Rotterdam: Sense.CrossRefGoogle Scholar
Ginzburg, C. (1999). History, Rhetoric and Proof. Boston: University Press of New England.Google Scholar
Giroux, H. (2008). Against the Terror of Neoliberalism: Beyond the Politics of Greed. Boulder, CO.: Paradigm Publishers, University of British Columbia Press.Google Scholar
Giroux, H. (1988). Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Westport, CT: Bergin and Garvey Press.Google Scholar
Giroux, H. (1994). ‘Border pedagogy and the politics of postmodernism’. In McLaren, P. (ed.), Postmodernism, Post-colonialism and Pedagogy (pp. 3764). Albert Park, Victoria, Australia: James Nicholas.Google Scholar
Glachan, M. & Light, P. (1982). ‘Peer interaction and learning: can two wrongs make a right?’ In Butterworth, G. & Light, P. (eds.), Social Cognition: Studies in the Development of Understanding (pp. 238–62). Chicago: University of Chicago Press.Google Scholar
Glassner, A. & Schwarz, B. B. (2014). ‘Learning argumentation practices in school with a graphical synchronous discussion tool’. In L. Shedletsky (ed.), Cases on Teaching Critical Thinking through Visual Representation Strategies (pp. 418–45).CrossRefGoogle Scholar
Glassner, A. & Schwarz, B. B. (2005). ‘The antilogos ability to evaluate information supporting arguments’. Learning and Instruction, 15, 353–75.CrossRefGoogle Scholar
Godsay, S., Henderson, W., Levine, P. & Littenberg-Tobias, J. (2012). State Civic Education Requirements, Medford, MA: Center for Information and Research on Civic Learning and Engagement.Google Scholar
Goffman, E. (1961). Asylums. New York: Doubleday.Google Scholar
Goffman, E. (1967). Interaction Ritual: Essays in Face-to-Face Behavior. Chicago: Aldine.Google Scholar
Golanics, J. D. & Nussbaum, E. M. (2008). ‘Enhancing collaborative online argumentation through question elaboration and goal instructions’. Journal of Computer Assisted Learning, 24, 167–80.CrossRefGoogle Scholar
Goldberg, T. (2013). ‘“It’s in my veins”: identity and disciplinary practice in students’ discussions of a historical issue’. Theory & Research in Social Education, 41(1), 3364.CrossRefGoogle Scholar
Goldberg, T., Schwarz, B. B. & Porat, D. (2008). ‘Living and dormant collective memories as contexts of history learning’. Learning & Instruction, 18(3), 223–37.CrossRefGoogle Scholar
Goldberg, T., Schwarz, B. B., & Porat, D. (2011). ‘Changes in narrative and argumentative writing by students discussing “hot” historical issues’. Cognition and Instruction, 29(2), 185217.CrossRefGoogle Scholar
Goldman, S. R., Lawless, K. A. & Manning, F. (2013). ‘Research and development of multiple source comprehension assessment’. In Britt, M. A., Goldman, S. R. & Rouet, J. F. (eds.). Reading – From Words to Multiple Texts (pp. 180–99). New York: Routledge, Taylor & Francis Group.Google Scholar
Greeno, J. G., Benke, G., Engle, R. A., Lachapelle, C. & Wiebe, M. (1998). ‘Considering conceptual growth as change in discourse practices’. In Gernsbacher, M. A. and Derry, S. J. (eds.), Proceedings of the Twentieth Annual Conference of the Cognitive Science Society (pp. 442–7). Mahwah, NJ: Erlbaum.Google Scholar
Gregg, M. & Leinhardt, G. (2002). ‘Learning from the Birmingham Civil Rights Institute: documenting teacher development’. American Educational Research Journal, 39(2), 553–87.CrossRefGoogle Scholar
Grize, J.-B. (1982). De la logique à l’argumentation [From Logic to Argumentation]. Geneva: Librairie Droz.CrossRefGoogle Scholar
Grize, J.-B. (1996). Logique naturelle et communications. Paris: Presses Universitaires de France.CrossRefGoogle Scholar
Guerrini, J.-C. & Majcherczak, E. (1999). L’argumentation au pluriel: polyphonie, valeurs, points de vue [Argumentation in the Plural: Polyphony, Values and Viewpoints]. Lyon: Presses Universitaires de Lyon.Google Scholar
Guiller, J., Ross, A. & Durndell, A. (2008). ‘Peer interaction and critical thinking: face-to-face or online discussion?Learning and Instruction, 18, 187200.CrossRefGoogle Scholar
Gutmann, A. (1987). Democratic Education. Princeton, NJ: Princeton University Press.Google Scholar
Gutmann, A. & Thompson, D. (2002). Why Deliberative Democracy? Princeton, NJ: Princeton University Press.Google Scholar
Habermas, J. (1970). Toward a Rational Society: Student Protest, Science and Politics. Boston: Beacon Press.Google Scholar
Habermas, J. (1984–1987). The Theory of Communicative Action, 2 vols. Boston: Beacon Press.Google Scholar
Habermas, J. (1987). The Philosophical Discourse of Modernity, trans. Lawrence, F.. Cambridge, MA: MIT Press.Google Scholar
Habermas, J. (1991). The Structural Transformation of the Public Sphere. Cambridge, MA: MIT Press.Google Scholar
Hadas, N., Hershkowitz, R. & Schwarz, B. B (2000). ‘The role of surprise and uncertainty in promoting the need to prove in computerized environments’. Educational Studies in Mathematics, 44(1&2), 127–50.CrossRefGoogle Scholar
Hadas, N., Hershkowitz, R. & Schwarz, B. B. (2002). ‘Between task design and students’ explanations in geometrical activities’. Canadian Journal of Research in Mathematics Education, 2, 529–52.Google Scholar
Halbwachs, M. (1925/1992). On Collective Memory. Chicago: University of Chicago Press (originally published in Les Travaux de L’Année Sociologique. Paris : F. Alcan, 1925).CrossRefGoogle Scholar
Halldén, O. (1994). ‘On the paradox of understanding history in an educational setting’. In Leinhardt, G., Beck, I. L. & Stainton, C. (eds.), Teaching and Learning in History (pp. 2746). Hillsdale, NJ: Erlbaum.Google Scholar
Halmos, P. R. (1985). I Want to Be a Mathematician – An Automathography in Three Parts. Washington, DC: Mathematical Association of America.CrossRefGoogle Scholar
Hamblin, C. L. (1970). Fallacies. London: Methuen.Google Scholar
Hamburger, Y. A. & Ben Artzi, E. (2000). ‘The relationship between extraversion and neuroticism and the different uses of the Internet’. Computers in Human Behavior, 16, 441–9.CrossRefGoogle Scholar
Hamesse, J. (1999). ‘The scholastic model of reading’. In Cavallo, G. & Chartier, R. (eds.), A History of Reading in the West (pp. 103–19). Amherst, MA: University of Massachusetts Press.Google Scholar
Hanna, G. (1995). ‘Challenges to the importance of proof’. For the Learning of Mathematics, 15, 4250.Google Scholar
Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J. & Thrash, T. M. (2002). ‘Revision of achievement goal theory: necessary and illuminating’. Journal of Educational Psychology, 94, 562–75.CrossRefGoogle Scholar
Harman, G. (1986). Change in View: Principles of Reasoning. Cambridge, MA: MIT Press.Google Scholar
Hatano, G. & Inagaki, K. (1991). ‘Sharing cognition through collective comprehension activity’. In Resnick, L. B., Levine, J. M. & Teasley, S. D. (eds.), Perspectives on Socially Shared Cognition (pp. 331–48). Washington, DC: APA.Google Scholar
Hedge, L. (1830). Elements of Logick; or, a Summary of the General Principles and Different Modes of Reasoning. Buffalo, NY: Phinney and Company.Google Scholar
Heidegger, M. (1927/1962). Being and Time, trans. Macquarrie, J. & Robinson, E. (1962). Oxford, UK: Blackwell.Google Scholar
Henningsen, M. & Stein, M. K. (1997). ‘Mathematical tasks and student cognition: classroom-based factors that support or inhibit high-level mathematical thinking and reasoning’. Journal for Research in Mathematics Education, 28, 524–49.CrossRefGoogle Scholar
Herrenkohl, L. R. & Guerra, M. R. (1998). ‘Participant structures, scientific discourse, and student engagement in fourth grade’. Cognition and Instruction, 16, 431–73.CrossRefGoogle Scholar
Herring, S. C. (2004). ‘Computer-mediated discourse analysis: an approach to researching online behavior’. In Barab, S. A., Kling, R. & Gray, J. H. (eds.), Designing for Virtual Communities in the Service of Learning (pp. 338–76). New York: Cambridge University Press.Google Scholar
Herring, S. C. (2011). ‘Computer-mediated conversation: introduction and overview’. Language@Internet 8; available at: www.languageatinternet.org/articles/2011/Herring.Google Scholar
Hershkowitz, R. (1990). ‘Psychological aspects of learning geometry’. In Nesher, P. & Kilpatrick, J. (eds.), Mathematics and Cognition (pp. 7095). Cambridge University Press.CrossRefGoogle Scholar
Hess, D. & Avery, P. (2008). ‘Discussion of controversial issues as a form and goal of democratic education’. In Arthur, J., Davis, I. and Hahn, C. (eds.), The Sage Handbook of Education for Citizenship and Democracy (pp. 506–18). London: Sage.Google Scholar
Hicks, S. R. C. (2004). Explaining Postmodernism: Skepticism and Socialism from Rousseau to Foucault. Tempe, AZ: Scholargy Press.Google Scholar
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., et al. (1996). ‘Problem solving as a basis for reform in curriculum and instruction: the case of mathematics’. Educational Researcher, 25(4), 1221.CrossRefGoogle Scholar
Hijzen, D., Boekaerts, M. & Vedder, P. (2007). ‘Exploring the links between students’ engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom’.CrossRefGoogle Scholar
Hofer, B. K. (2004). ‘Epistemological understanding as a metacognitive process: thinking aloud during online searching’. Educational Psychologist, 39(1), 4355.CrossRefGoogle Scholar
Hofstede, G. (2011). ‘Dimensionalizing cultures: the Hofstede model in context’. Online Readings in Psychology and Culture, 2(1); availavle online at: http://dx.doi.org/10.9707/2307-0919.1014.CrossRefGoogle Scholar
Hofstein, A., Navon, O., Kipnis, M. & Mamlok-Naaman, R. (2005). ‘Developing students’ ability to ask more and better questions resulting from inquiry-type chemistry laboratories’. Journal of Research in Science Teaching, 42, 791806.CrossRefGoogle Scholar
Hogan, K., Nastasi, B. K. & Pressley, M. (1999). ‘Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions’. Cognition and Instruction, 17, 379432.CrossRefGoogle Scholar
Horton, M. (1998). The Long Haul: An Autobiography. New York: Teachers College Press.Google Scholar
Howe, C. (2009). ‘Collaborative group work in middle childhood: joint construction, unresolved contradiction and the growth of knowledge’. Human Development, 52(4), 215–39.CrossRefGoogle Scholar
Howe, C., Tolmie, A., Duchak-Tanner, V. & Rattray, C. (2000). ‘Hypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge’. Learning and Instruction, 10, 361–91.CrossRefGoogle Scholar
Hron, A., Hesse, F. W., Cress, U. & Giovis, C. (2000). ‘Implicit and explicit dialogue structuring in virtual learning groups’. British Journal of Educational Psychology, 70, 5364.CrossRefGoogle ScholarPubMed
Hynd, C. & Alvermann, D. E. (1986). ‘The role of refutation text in overcoming difficulty with science concepts’. Journal of Reading, 29(5), 440–6.Google Scholar
Inglis, M., Mejia-Ramos, J. P. & Simpson, A. (2007) ‘Modeling mathematical argumentation: the importance of qualification’. Educational Studies in Mathematics, 66(1), 321.CrossRefGoogle Scholar
Iordanou, K. (2010). ‘Developing argument skills across scientific and social domains’. Journal of Cognition and Development, 11(3), 293–27.CrossRefGoogle Scholar
Iordanou, K. (2013). ‘Developing face-to-face argumentation skills: does arguing on the computer help?Journal of Cognition and Development, 14(2), 292320.CrossRefGoogle Scholar
Iordanou, K. & Constantinou, C. P. (2014). ‘Developing pre-service teachers’ evidence-based argumentation skills on socio-scientific issues’. Learning and Instruction, 34, 4257.CrossRefGoogle Scholar
Jadallah, M., Anderson, R. C., Nguyen-Jahiel, K., Miller, B. W., Kim, I., et al. (2011). ‘Influence of a teacher’s scaffolding moves during child-led small-group discussions’. American Educational Research Journal, 48(1), 194230.CrossRefGoogle Scholar
Jaffe, A. & Quinn, F. (1993). ‘Theoretical mathematics: towards a cultural synthesis of mathematics and theoretical physics’. Bulletin of the American Mathematical Society, 29, 113.CrossRefGoogle Scholar
Jeong, A. & Joung, S. (2007). ‘Scaffolding collaborative argumentation in asynchronous discussions with message constraints and message labels’. Computers & Education, 48, 427–45.CrossRefGoogle Scholar
Jermann, P. & Dillenbourg, P. (2003). ‘Elaborating new arguments through a CSCL scenario’. In Andriessen, J., Baker, M. & Suthers, D. (eds.), Arguing to Learn: Confronting Cognitions in Computer Supported Collaborative Learning Environments (pp. 205–26). Dordrecht: Kluwer Academic.Google Scholar
Jimenez-Aleixandre, M. P. (1992). ‘Thinking about theories or thinking with theories? A classroom study with natural selection’. International Journal of Science Education, 14(1), 5161.CrossRefGoogle Scholar
Johnson, D. & Johnson, R. (1975). Learning Together and Alone: Cooperation, Competition, and Individualization. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Johnson, D. W. & Johnsson, R. T. (1989). Cooperation and Competition: Theory and Research. Edina, MN: Interaction.Google Scholar
Jonassen, D. H. & Kim, B. (2010). ‘Arguing to learn and learning to argue: design justifications and guidelines’. Educational Technology: Research & Development, 58(4), 439–57.Google Scholar
Jones, K. (2000). ‘Providing a foundation for deductive reasoning: students’ interpretations when using dynamic geometry software and their evolving mathematical explanations’. Educational Studies in Mathematics, 44(1–2), 5585.CrossRefGoogle Scholar
Kapur, M. (2008). ‘Productive failure’. Cognition & Instruction, 26, 379424.CrossRefGoogle Scholar
Kedem, O. (1999). ‘“Temporarily definitive”: the planning, development, production and educational implementation of a series of films and its effects on students’ conceptions and views regarding the nature of science’. PhD dissertation. University of Salford, UK.Google Scholar
Keefer, M. W., Zeitz, C. M. & Resnick, L. B. (2000). ‘Judging the quality of peer-led student dialogues’. Cognition and instruction, 18(1), 5381.CrossRefGoogle Scholar
Keil, F. C. (2006). ‘Explanation and understanding’. Annual Review of Psychology, 57, 227–54.CrossRefGoogle ScholarPubMed
Keith, S. & Martin, M. E. (2005). ‘Cyber-bullying: creating a culture of respect in a cyber world’. Reclaiming Children and Youth, 13(4), 224–8.Google Scholar
Kennedy, K. (ed.) (2004). Citizenship Education and the Modern State. London: Routledge Falmer.Google Scholar
Kienhues, D., Bromme, R. & Stahl, E. (2008). ‘Changing epistemological beliefs: the unexpected impact of a short-term intervention’. British Journal of Educational Psychology, 78(4), 545–65.CrossRefGoogle ScholarPubMed
Kiesler, S., Siegel, J. & McGuire, T. W. (1984). ‘Social psychological aspects of computermediated communication’. American Psychologist, 39, 1123–34.CrossRefGoogle Scholar
Kim, I.-H., Anderson, R. C., Nguyen-Jahiel, K. & Archodidou, A. (2007). ‘Discourse patterns during children’s collaborative online discussions’. Journal of the Learning Sciences, 16(3), 333–70.CrossRefGoogle Scholar
Kincheloe, J. L. & Steinberg, S. (1997). Changing Multiculturalism: New Times, New Curriculum. Buckingham, UK: Open University Press.Google Scholar
King, A. & Rosenshine, B. (1993). ‘Effects of guided cooperative questioning on children’s knowledge construction’. Journal of Experimental Education, 61(2), 127–48.CrossRefGoogle Scholar
Kingery, J. N., Erdley, C. A. & Marshall, K. C. (2011). ‘Peer acceptance and friendship as predictors of early adolescence’ adjustment across the middle school transition’. Merril-Palmer Quarterly, 57(3), 215–43.CrossRefGoogle Scholar
Klahr, D. & Nigam, M. (2004). ‘The equivalence of learning paths in early science instruction: effects of direct instruction and discovery learning’. Psychological Science, 15, 661–7.CrossRefGoogle ScholarPubMed
Kleine Staarman, J. & Mercer, N. (2010). ‘The guided construction of knowledge: talk between teachers and students’. In Littleton, K., Wood, C. & Kleine Staarman, J. (eds.), International Handbook of Psychology in Education (pp. 75104). Bingley, UK: Emerald.Google Scholar
Knorr-Cetina, K. (1992). ‘The couch, the cathedral, and the laboratory: on the relationship between experiment and laboratory in science’. In Pickering, A. (ed.), Science as Practice and Culture (pp. 113–38). University of Chicago Press.Google Scholar
Kollar, I., Fischer, F. & Slotta, J. D. (2007). ‘Internal and external scripts in computer-supported collaborative inquiry learning’. Learning and Instruction, 17(6), 708–21.CrossRefGoogle Scholar
Kontopodis, M. & Perret-Clermont, A.-N. (2016). ‘Educational settings as interwoven socio-material orderings: an introduction’. European Journal of Psychology of Education, 31(1), 112.CrossRefGoogle Scholar
Kraut, R. E., Fussell, S. R., Brennan, S. E. & Siegel, J. (2002). ‘Understanding effects of proximity on collaboration: Implications for technologies to support remote collaborative work’. In Hinds, P. & Kiesler, S. (eds.), Distributed Work (pp. 137–62). Cambridge, MA: MIT Press.Google Scholar
Krummheuer, G. (1995) ‘The ethnography of argumentation’. In Cobb, P. & Bauersfeld, H. (eds.), The Emergence of Mathematical Meaning: Interaction in Classroom Cultures. Hillsdale, NJ: Erlbaum.Google Scholar
Kuhn, D. (1991). The Skills of Argument. Cambridge University Press.CrossRefGoogle Scholar
Kuhn, D. (1999). ‘A developmental model of critical thinking’. Educational Researcher, 28, 1625.CrossRefGoogle Scholar
Kuhn, D. & Crowell, A. (2011). ‘Dialogic argumentation as a vehicle for developing young adolescents’ thinking’. Psychological Science, 22, 545–52.CrossRefGoogle ScholarPubMed
Kuhn, D. & Udell, W. (2003). ‘The development of argument skills’. Child Development, 74(5), 1245–60.CrossRefGoogle ScholarPubMed
Kuhn, D. & Udell, W. (2007). ‘Coordinating own and other perspectives in argument’. Thinking and Reasoning, 13, 90104.CrossRefGoogle Scholar
Kuhn, D., Cheney, R. & Weinstock, M. (2000). ‘The development of epistemological understanding’. Cognitive Development, 15(3), 309–28.CrossRefGoogle Scholar
Kuhn, D., Hemberger, L. & Khait, V. (2014). Argue with Me: Developing Thinking and Writing through Dialog. Bronxville, NY: Wessex Press.Google Scholar
Kuhn, D., Wang, Y. & Li, L. (2011). ‘Why argue? Developing understanding of the purposes and values of argumentive discourse’. Discourse Processes, 48, 2649.CrossRefGoogle Scholar
Kuhn, D., Weinstock, M. & Flaton, R. (1994). ‘Historical reasoning as theory: evidence coordination’. In Carretero, M. & Voss, J. F. (eds.), Cognitive and instructional Processes in History and the Social Sciences (pp. 377402). Hillsdale, NJ: Erlbaum.Google Scholar
Kuhn, D., Goh, W., Iordanou, K. & Shaenfield, D. (2008). ‘Arguing on the computer: a microgenetic study of developing argument skills in a computer-supported environment’. Child Development, 79, 1310–28.CrossRefGoogle Scholar
Kuhn, D., Zillmer, N., Crowell, A. & Zavala, J. (2013). ‘Developing norms of argumentation: metacognitive, epistemological, and social dimensions of developing argumentive competence’, Cognition and Instruction, 31(4), 456–96.CrossRefGoogle Scholar
Laborde, C. (1995). ‘Designing tasks for learning geometry in computer-based environment, the case of Cabri-géomètre’. In Burton, L. & Jaworski, B. (eds.), Technology in Mathematics Teaching: A Bridge between Teaching and Learning (pp. 3568). London: Chartwell-Bratt.Google Scholar
Lakatos, I. (1976). Proofs and Refutations: The Logic of Mathematical Discovery. Cambridge University Press.CrossRefGoogle Scholar
Lampert, M. (1990a). ‘Connecting inventions with conventions’. In Steffe, L. P. & Wood, T. (eds.), Transforming Children’s Mathematics Education (pp. 253–65). Hillsdale, NJ: Erlbaum.Google Scholar
Lampert, M. (1990b). ‘When the problem is not the question and the solution is not the answer: mathematical knowing and teaching’. American Educational Research Journal, 27(1), 2963.CrossRefGoogle Scholar
Latour, B. & Woolgar, S. (1986). Laboratory Life: The Construction of Scientific Facts. Princeton, NJ: Princeton University Press.Google Scholar
Lee, C. D. (2007). Culture, Literacy and Learning: Taking Bloom in the Midst of the Whirlwind. New York: Teachers College Press.Google Scholar
Lee, P. J. (2005). ‘Putting principles into practice: Understanding history’. In Donovan, M. S. & Bransford, J. D. (eds.), How Students Learn: History in the Classroom (pp. 2978). Washington, DC: National Academies Press.Google Scholar
Lee, P. J. & Ashby, R. (2000). ‘Progression in historical understanding among students ages 7–14’. In Stearns, P. N., Seixas, P. and Wineburg, S. (eds.), Knowing, Teaching, and Learning History: National and International Perspectives (pp. 199222). New York: New York University Press.Google Scholar
Leman, P. J. (2010). ‘Gender, collaboration and children’s learning’. In Littleton, K. & Howe, C. (eds.), Educational Dialogues: Understanding and Promoting Productive Interaction (pp. 216–39). London: Routledge.Google Scholar
Lemke, J. (1990). Talking Science: Language, Learning and Values. Norwood, NJ: Ablex.Google Scholar
Levstik, L. S. (2000). ‘Articulating the silences: teachers’ and adolescents’ conceptions of historical significance’. In Stearns, P. N., Seixas, P. & Wineburg, S. (eds.), Knowing, Teaching, and Learning History: National and International Perspectives (pp. 284305). New York: New York University Press.Google Scholar
Light, P. & Perret-Clermont, A.-N. (1989). ‘Social context effects in learning and testing.’ In Gellatly, A., Rogers, D. & Sloboda, J.-A. (Eds.). Cognition and Social Worlds (pp. 99112). Oxford: Oxford Science Publications, University Press.Google Scholar
Limón, M. (2001). ‘On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal’. Learning & Instruction, 11, 357–80.CrossRefGoogle Scholar
Lin, T-Z., Jadallah, M., Anderson, R. C., Baker, A. R., Nguyen-Jahiel, K., et al. (2015). ‘Less is more: teachers’ influence during peer collaboration’. Journal of Educational Psychology, 107(2), 609.CrossRefGoogle Scholar
Littleton, K. & Howe, C. (eds.) (2010). Educational Dialogues: Understanding and Promoting Productive Interaction. London: Routledge.CrossRefGoogle Scholar
Lulle, R. (c. 1280). The Book of Blaquerne [Le livre de l’ami et de l’aimé}, trans. G. Levis Mano and J. Palau, 1953.Google Scholar
Maccoby, E. E. (1998). The Two Sexes: Growing Up Apart, Coming Together. Cambridge, MA: Harvard University Press.Google Scholar
Maltz, D. & Borker, R. (1982). ‘A cultural approach to male-female miscommunication’. In: Gumperz, J. (ed.), Language and Social Identity (pp. 281312). Oxford: Oxford University Press.Google Scholar
Mariotti, M. A. (2001). ‘Introduction to proof: the mediation of a dynamic software environment’. Educational Studies in Mathematics, 44(1&2), 2553.CrossRefGoogle Scholar
Mason, L. & Bromme, R. (2010). ‘Situating and relating epistemological beliefs into metacognition: studies on beliefs about knowledge and knowing’. Metacognition and Learning, 5(1), 16.CrossRefGoogle Scholar
Mason, L. & Scirica, F. (2006). ‘Prediction of students’ argumentation skills about controversial topics by epistemological understanding’. Learning and Instruction, 16(5), 492509.CrossRefGoogle Scholar
Matusov, E. (1996). ‘Intersubjectivity without agreement’. Mind, Culture and Activity, 3(1), 2545.CrossRefGoogle Scholar
McCarthy-Young, K. & Leinhardt, G. (1998). ‘Writing from primary documents: a way of knowing in history’. Written Communication, 15(1), 2568.CrossRefGoogle Scholar
McLaren, P. (2015). Pedagogy of Insurrection. New York: Peter Lang.CrossRefGoogle Scholar
Means, M. L. & Voss, J. F. (1996). ‘Who reasons well? Two studies of informal reasoning among children of different grade, ability, and knowledge levels’. Cognition & Instruction, 14, 139–79.CrossRefGoogle Scholar
Megill, A. (1989). ‘Recounting the past: “description,” explanation, and narrative in historiography’. American Historical Review, 94, 627–53.CrossRefGoogle Scholar
Mehan, H. (1977), ‘Students’ formulating practices and instructional strategies’. Annals of the New York Academy of Sciences, 285, 451–75.CrossRefGoogle Scholar
Mehan, H. (1979). Learning Lessons: Social Organization in the Classroom. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Meloth, M. S. & Deering, P. D. (1999). ‘The role of the teacher in promoting cognitive processing during collaborative learning’. In O’Donnell, A. M. & King, A. (eds.), Cognitive Perspectives on Peer Learning (pp. 235–56). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Mercer, N. (1996). ‘The quality of talk in children’s collaborative activity in the classroom’. Learning & Instruction, 6, 359–75.CrossRefGoogle Scholar
Mercer, N. (2000). Words and Minds: How We Use Language to Think Together. London: Routledge.Google Scholar
Mercer, N. (2008). ‘The seeds of time: why classroom dialogue needs a temporal analysis’. Journal of the Learning Sciences, 17(1), 3359.CrossRefGoogle Scholar
Mercer, N. & Hodgkinson, S. (eds.) (2008). Exploring Talk in School: Inspired by the Work of Douglas Barnes. London: Sage.CrossRefGoogle Scholar
Mercer, N. & Littleton, K. (2007). Dialogue and the Development of Children’s Thinking: A Sociocultural Approach. London: Routledge.CrossRefGoogle Scholar
Mercer, N., Wegerif, R. & Dawes, L. (1999). ‘Children’s talk and the development of reasoning in the classroom’. British Educational Research Journal, 25(1), 95111.CrossRefGoogle Scholar
Mercer, N., Dawes, R., Wegerif, R. & Sams, C. (2004). ‘Reasoning as a scientist: ways of helping children to use language to learn science’. British Educational Research Journal, 30, 3, 367–85.CrossRefGoogle Scholar
Mevarech, Z. R. & Light, P. (1992). ‘Peer-based interaction at the computer: looking backward, looking forward’. Learning and Instruction, 2 (3), 275–80.CrossRefGoogle Scholar
Michaels, S. (1999). ‘A pedagogy for multiliteracies: circle up time in the investigators club as a case in point’. Unpublished manuscript, Jacob Hiatt Center for Urban Education, Clark University, Worcester, MA.Google Scholar
Michaels, S, O’Connor, C. & Resnick, L. B., (2008). ‘Deliberative discourse idealized and realized: accountable talk in the classroom and in civic life’. Studies in Philosophy and Education, 27, 283–97.CrossRefGoogle Scholar
Michaels, S, O’Connor, C. & Hall, M. W., with Resnick, L. B. (2002). Accountable Talk: Classroom Conversation That Works (3 CD-ROM set). University of Pittsburgh.Google Scholar
Midgley, C., Kaplan, A. & Middleton, M. (2001). ‘Performance-approach goals: good for what, for whom, under what circumstances, and at what cost?Journal of Educational Psychology, 93, 7786.CrossRefGoogle Scholar
Miller, M. (1987). ‘Argumentation and cognition’. In Hickman, M. (ed.), Social and Functional Approaches to Language and Thought (pp. 225–49). San Diego: Academic Press.Google Scholar
Miyake, N. (1986). Constructive interaction and the iterative process of understanding. Cognitive Science, 10, 151177.CrossRefGoogle Scholar
Moscovici, S. & Zavalloni, M. (1969). ‘The group as a polarizer of attitudes’. Journal of Personality and Social Psychology, 12, 125–35.CrossRefGoogle Scholar
Muller Mirza, N. & Perret-Clermont, A.-N. (2009). Argumentation and Education: Theoretical Foundations and Practices. Berlin: Springer-Verlag.CrossRefGoogle Scholar
Muntigl, P. & Turnbull, W. (1998). ‘Conversational structure and facework in arguing’. Journal of Pragmatics, 29, 225–56.CrossRefGoogle Scholar
Naess, A. (1966). Communication and Argument: Elements of Applied Semantics. London: Allen and Unwin.Google Scholar
Newcomb, A. F. & Bagwell, C. L. (1995). ‘Children’s friendship relations: a meta-analytic review’. Psychological Bulletin, 117, 306–47.CrossRefGoogle Scholar
Newell, A. & Simon, H. (1972). Human Problem Solving. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Nicholls, J. G. (1984). ‘Achievement motivation: conceptions of ability, subjective experience, task choice, and performance’. Psychological Review, 91, 328–46.CrossRefGoogle Scholar
Nisan, M. & Shalif, Y. (2006). ‘The sense of the worthy as a motivation for studying: the case of the Yeshiva. Interchange, 37(4), 363–94.CrossRefGoogle Scholar
Nonnon, E. (1996). ‘Activités argumentatives et élaboration de connaissances nouvelles: le dialogue comme espace d’exploration. [Argumentative activities and elaboration of new knowledge: dialogue as a space of exploration]’. Langue Française, 112, 6787.CrossRefGoogle Scholar
Noroozi, O., Weinberger, A., Biemans, H. J. A., Mulder, M. & Chizari, M. (2012). ‘Argumentation-based computer supported collaborative learning (ABCSCL): a synthesis of 15 years of research’. Educational Research Review, 7(2), 79106.CrossRefGoogle Scholar
Nussbaum, E. M. (2005). ‘The effect of goal instructions and need for cognition on interactive argumentation’. Contemporary Educational Psychology, 30(3), 286313.CrossRefGoogle Scholar
Nussbaum, E. M. (2008). ‘Using argumentation vee diagrams (AVDs) for promoting argument/counter-argument integration in reflective writing’. Journal of Educational Psychology, 100, 549–65.CrossRefGoogle Scholar
Nussbaum, E. M. (2011). ‘Argumentation, dialogue theory, and probability modeling: alternative frameworks for argumentation research in education’. Educational Psychologist, 46(2), 84106.CrossRefGoogle Scholar
Nussbaum, E. M. & Bendixen, L. M. (2003). ‘Approaching and avoiding arguments: the role of epistemological beliefs, need for cognition, and extraverted personality traits’. Contemporary Educational Psychology, 28, 573–95.Google Scholar
Nussbaum, E. M. & Edwards, O. V. (2013). ‘Critical questions and argument stratagems: a framework for enhancing and analyzing students’ reasoning practices.’ Journal of the Learning Sciences.Google Scholar
Nussbaum, E. M. & Kardash, C. M. (2005). ‘The effects of goal instructions and text on the generation of counterarguments during writing’. Journal of Educational Psychology, 97, 157–69.CrossRefGoogle Scholar
Nussbaum, E. M. & Sinatra, G. M. (2003). ‘Argument and conceptual engagement’. Contemporary Educational Psychology, 28, 384–95.CrossRefGoogle Scholar
Nussbaum, E. M., Sinatra, G. M. & Poliquin, A. (2008). ‘Role of epistemic beliefs and scientific argumentation in science learning’. International Journal of Science Education, 30(15), 1977–99.CrossRefGoogle Scholar
Nystrand, M. & Gamoran, A. (1991). ‘Instructional discourse, student engagement, and literature achievement’. Research in the Teaching of English, 25(3), 261–90.CrossRefGoogle Scholar
O’Connor, M. C., Godfrey, L. & Moses, R. P. (1998). ‘The missing data point: negotiating purposes in classroom mathematics, science’. In Greeno, J. & Goldman, S. (eds.), Thinking Practices in Mathematics and Science (pp. 89125). Hillsdale, NJ: Erlbaum.Google Scholar
Ochs, E. & Jacoby, S. (1997). ‘Down to the wire: the cultural clock of physicists and the discourse of consensus’. Language in Society, 26(4), 479506.CrossRefGoogle Scholar
Ochs, E., Gonzales, P. & Jacoby, S. (1996). ‘When I come down I’m in a domain state: talk, gesture, and graphic representation in the interpretive activity of physicists’. In Ochs, E., Schegloff, E. & Thompson, S. (eds.), Interaction and Grammar (pp. 328–69). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Oh, S. C. & Jonassen, D. H. (2007). ‘Scaffolding argumentation during problem solving’. Journal of Computer Assisted Learning, 23(2), 95105.CrossRefGoogle Scholar
Osborne, J. (2010). ‘Arguing to learn in science: the role of collaborative, critical discourse’. Science, 328, 463–8.CrossRefGoogle ScholarPubMed
Palincsar, A. & Brown, A. (1984). ‘Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities’. Cognition and Instruction, 1, 117–75.Google Scholar
Paul, R. (1990). Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World. Santa Rosa, CA: Foundation for Critical Thinking.Google Scholar
Pauli, C. & Reusser, K. (2015). ‘Discursive cultures of learning in (everyday) mathematics teaching: a video-based study on mathematics teaching in German and Swiss classrooms’. In Resnick, L. B., Asterhan, C. & Clarke, C. (eds.), Socializing Intelligence Through Academic Talk and Dialogue (pp. 181–93). Washington, DC: AERA.Google Scholar
Pedemonte, B. (2007). ‘How can the relationship between argumentation and proof be analyzed’? Educational Studies in Mathematics, 66, 2341.CrossRefGoogle Scholar
Perelman, C. & Olbrechts-Tyteca, L. (1958). Traité de l’argumentation: La nouvelle rhétorique. Paris: Presses Universitaires de France.Google Scholar
Perkins, D. N., Farady, M. & Bushey, B. (1991). ‘Everyday reasoning and the roots of intelligence’. In Voss, J. F., Perkins, D. N. & Segal, J. W. (eds.), Informal Reasoning and Education (pp. 83105). Hillsdale, N.J.: Erlbaum.Google Scholar
Perret-Clermont, A.-N. (1980). Social Interaction and Cognitive Development in Children. London: Academic.Google Scholar
Perret-Clermont, A.-N. (2015). The Architecture of Social Relationships and Thinking Spaces for Growth. In Psaltis, C., Gillespie, A. & Perret-Clermont, A.-N. (eds.), Social Relations in Human and Societal Development (pp. 5170). Basingstokes (Hampshire, UK): Palgrave Macmillan.CrossRefGoogle Scholar
Pintrich, P. R. & Garcia, T. (1991). ‘Students’ goal orientation and self-regulation in the college classroom’. In Maehr, M. & Pintrich, P. R. (eds.), Advances in Motivation and Achievement: Goals and Self-Regulatory Processes (Vol. 7, pp. 371402) Greenwich, CT: JAI Press.Google Scholar
Plantin, C. (1996). L’Argumentation. Paris: Éditions du Seuil.Google Scholar
Plantin, C. (2005). L’argumentation - Histoire, théories, perspectives. [Argumentation – History, Theories, Perspectives]. Paris: Presses Universitaires de France.CrossRefGoogle Scholar
Plantin, C. (2011). Les bonnes raisons des émotions. Principes et méthode pour l’étude du discours émotionné. [The Good Reasons of Emotions: Principles and Method for the Study of Emotional Discourse]. Berne: Peter Lang.CrossRefGoogle Scholar
Pólya, G. (1948) How to Solve It: A New Aspect of Mathematical Method. New York: Doubleday.Google Scholar
Pólya, G. (1954) Mathematics and Plausible Reasoning, Vol. I: Induction and Analogy in Mathematics, and Vol. II: Patterns of Plausible Inference. Princeton, NJ: Princeton University Press.Google Scholar
Pontecorvo, C. & Girardet, H. (1993). ‘Arguing and reasoning in understanding historical topics’. Cognition and Instruction, 11(3–4), 365–95.CrossRefGoogle Scholar
Pontefract, C. & Hardman, F. C. (2005). ‘The discourse of classroom interaction in Kenyan primary schools’. Comparative Education, 41(1), 87106.CrossRefGoogle Scholar
Porsch, T. & Bromme, R. (2011). ‘Effects of epistemological sensitization on source choices’. Instructional Science, 39(6), 805–19.CrossRefGoogle Scholar
Prusak, N., Hershkowitz, R. & Schwarz, B. B. (2012). ‘From visual reasoning to logical necessity through argumentative design’. Educational Studies in Mathematics, 79, 1940.CrossRefGoogle Scholar
Rasmussen, C., Zandieh, M., King, K. & Teppo, A. (2005). ‘Advancing mathematical activity: a practice-oriented view of mathematical thinking’. Mathematical Thinking and Learning, 7(1), 5173.CrossRefGoogle Scholar
Rav, Y. (1999). ‘Why do we prove theorems?Philosophia Mathematica, 7, 541.CrossRefGoogle Scholar
Reisman, A. (2012). ‘Reading like a historian: a document-based history curriculum intervention in urban high schools’. Cognition and Instruction, 30(1), 86112.CrossRefGoogle Scholar
Resnick, L. B., Asterhan, C. S. C. & Clarke, S. (2015). Socializing Intelligence through Academic Talk and Dialogue. Washington, DC: AERA.CrossRefGoogle Scholar
Salmon, M., Michaels, S. & O’Connor, C. (2010). ‘How (well structured) talk builds the mind’. In Preiss, D. & Sternberg, R. (eds.), Innovations in Educational Psychology: Perspectives on Learning, Teaching and Human Development (pp. 163–94). New York: Springer.Google Scholar
Salmon, M., Zeitz, C. M., Wathen, S. H. & Holowchak, M. (1993). ‘Reasoning in conversation’. Cognition and Instruction, 11, 347–64.Google Scholar
Reznitskaya, A., Anderson, R. C. & Kuo, L. (2007). ‘Teaching and learning argumentation’. Elementary School Journal, 107(5), 449–72.CrossRefGoogle Scholar
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), 155–75.CrossRefGoogle Scholar
Rigotti, E. & Greco Morasso, S. (2009). ‘Argumentation as an object of interest and as a social and cultural resource’. In Muller Mirza, N. & Perret-Clermont, A.-N. (eds.), Argumentation and Education: Theoretical Foundations and Practices (pp. 966). New York: Springer.CrossRefGoogle Scholar
Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context. New York: Oxford University Press.CrossRefGoogle Scholar
Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford University Press.Google Scholar
Rorty, R. (1989). Contingency, Irony, And Solidarity. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Roschelle, J. (1992). ‘Learning by collaborating: converging conceptual change’. Journal of the Learning Sciences, 2, 235–76.CrossRefGoogle Scholar
Rosebery, A., Warren, B. & Conant, F. (1992). ‘Appropriating scientific discourse: findings from language minority classrooms’. Journal of the Learning Sciences, 2, 6194.CrossRefGoogle Scholar
Rosenblatt, L. (1994). The Reader, the Text, the Poem: The Transactional Theory of the Literary Work. Carbondale, IL: Southern Illinois University Press.Google Scholar
Rouet, J.-F., Britt, M., Mason, R. A. & Perfetti, C. A. (1996). ‘Using multiple sources of evidence to reason about history’. Journal of Educational Psychology, 88(3), 478–93.CrossRefGoogle Scholar
Rummel, N. & Spada, H. (2005). ‘Learning to collaborate: an instructional approach to promoting collaborative problem solving in computer-mediated settings’. Journal of the Learning Sciences, 14(2), 201–41.CrossRefGoogle Scholar
Rummel, N., Spada, H. & Hauser, S. (2009). ‘Learning to collaborate while being scripted or by observing a model’. International Journal of Computer-Supported Collaborative Learning, 4, 6992.CrossRefGoogle Scholar
Sabine, G. H. (1966). A History of Political Theory. London: George G. Harrap.Google Scholar
Sacks, H., Schegloff, E. A. & Jefferson, G. (1974). ‘A simplest systematics for the organization of turn-taking for conversation’. Language, 50(4), 696735.CrossRefGoogle Scholar
Sandoval, W. (2003). ‘Conceptual and epistemic aspects of students’ scientific explanations’. Journal of the Learning Sciences, 12(1), 551.CrossRefGoogle Scholar
Sarason, S. B. (1971). Revisiting the Culture of School and the Problem of Change. New York: Teachers College Press.Google Scholar
Scardamalia, M. & Bereiter, K. (1994). ‘Computer support for knowledge-building communities’. Journal of the Learning Sciences, 3, 265–83.CrossRefGoogle Scholar
Schellens, T., van Keer, H., de Wever, B. & Valcke, M. (2007). ‘Scripting by assigning roles: does it improve knowledge construction in asynchronous discussion groups?International Journal of Computer-Supported Collaborative Learning, 2, 225–46.CrossRefGoogle Scholar
Scheuer, O., Loll, F., Pinkwart, N. & McLaren, B. M. (2010). ‘Computer-supported argumentation: a review of the state-of-the-art’. International Journal of Computer-Supported Collaborative Learning, 5(1), 43102.CrossRefGoogle Scholar
Schubauer-Leoni, M.-L., Perret-Clermont, A.-N. & Grossen, M. (1992). ‘The construction of adult child intersubjectivity in psychological research and in school’. In Cranach, M. V., Doise, W. & Mugny, G. (eds.), Social Representations and the Social Bases of Knwledge, Swiss Psychological Society (Vol. 1, pp. 6977). Berne: Hogrefe & Hube.Google Scholar
Schuitema, J., Ten Dam, G. & Veugelers, W. (2008). ‘Teaching strategies for moral education: a review’. Journal of Curriculum Studies, 40(1), 6989.CrossRefGoogle Scholar
Schwarz, B. B. (2003). ‘Collective reading of multiple texts in argumentative activities’. International Journal of Educational Research, 39, 133–51.CrossRefGoogle Scholar
Schwarz, B. B. (2009). ‘Argumentation and learning’. In Muller-Mirza, and Perret-Clermont, A.-N. (eds.), Argumentation and Education: Theoretical Foundations and Practices (pp. 91126). New York: Springer Verlag.CrossRefGoogle Scholar
Schwarz, B. B. (2011). ‘“Hevruta” learning in Lithuanian yeshivas: recurrent learning of Talmudic issues’. In Etkes, I., El’or, T., Heyd, M. & Schwarz, B. B. (eds.), Education and Religion: Authority and Autonomy (pp. 279308). ST. Louis, MO: Magness.Google Scholar
Schwarz, B. B. (2014). ‘Authoritative or authoritarian voices in traditional learning in Jewish institutions’. In Iannacone, A. & Zittoun, T. (eds.), Activities of Thinking in Social Spaces (pp. 129–46). Hauppauge, NY: Nova Science.Google Scholar
Schwarz, B. B. (2015). ‘Discussing argumentative texts as a traditional Jewish learning practice’. In Resnick, L. B., Asterhan, C. S. C. & Clarke, S. (eds.), Socializing Intelligence through Academic Talk and Dialogue (pp. 153–62). Washington, DC: AREA.Google Scholar
Schwarz, B. B. & Asterhan, C. S. C. (2010). ‘Argumentation and reasoning’. In Littleton, K., Wood, C. and Kleine Staarman, J. (eds.), International Handbook of Psychology in Education (pp. 137–76). Bingley, UK: Emerald Group.Google Scholar
Schwarz, B. B. & Asterhan, C. S. C. (2011). ‘E-moderation of synchronous discussions in educational settings: a nascent practice’. Journal of the Learning Sciences, 20(3), 395442.CrossRefGoogle Scholar
Schwarz, B. B. & Baker, M. J. (2015). ‘Sur l’adéquation des théories de l’argumentation aux sciences de l’apprentissage et les fondements d’une théorie de « l’argumentissage »’. In Muller-Mirza, N. & Buty, C. (eds.), L’argumentation dans les contextes de l’éducation (pp. 269322). Berne: Peter Lang.Google Scholar
Schwarz, B. B. & Caduri, G. (2016). ‘Novelties in the use of social networks by leading teachers in their classes’. Computers and Education, 102, 3551.CrossRefGoogle Scholar
Schwarz, B. B. & De Groot, R. (2007). ‘Argumentation in a changing world’. International Journal of Computer-Supported Collaborative Learning, 2(2–3), 297313.CrossRefGoogle Scholar
Schwarz, B. B. & Glassner, A. (2003). ‘The blind and the paralytic: fostering argumentation in social and scientific domains’. In Andriessen, J., Baker, M. J. & Suthers, D. (eds.) Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments (pp. 227–60). Dordrecht: Kluwer Academic.Google Scholar
Schwarz, B. B. & Glassner, A. (2007). ‘The role of floor control and of ontology in argumentative activities with discussion-based tools’. International Journal of Computer-Supported Collaborative Learning, 2(4), 449–78.CrossRefGoogle Scholar
Schwarz, B. B. & Goldberg, T. (2013). ‘“Look who’s talking”: identity and emotions as resources to historical peer reasoning’. In Baker, M. J., Andriessen, J. E. B. & Järvelä, S. (eds), Affective Learning Together (pp. 272–91). London: Routledge.Google Scholar
Schwarz, B. B. & Linchevski, L. (2007). ‘The role of task design and of argumentation in cognitive development during peer interaction: the case of proportional reasoning’. Learning & Instruction, 17(5), 510–31.CrossRefGoogle Scholar
Schwarz, B. B. & Prusak, N. (2016). ‘The importance of multi-modality in mathematical argumentation’. In Paglieri, F. (ed.), The Psychology of Argument: Cognitive Approaches to Argumentation and Persuasion: Studies in Logic and Argumentation. London: College Publications.Google Scholar
Schwarz, B. B. & Shahar, N. (in press). ‘Combining the dialogic and the dialectic: putting argumentation into practice for classroom talk’. Learning, Culture and Social Interaction.Google Scholar
Schwarz, B. B., Ben-David Kolikant, Y. & Mishenkina, M. (2012). ‘“Co-alienation” mediated by common representations in synchronous discussions’. Learning, Culture and Social Interaction, 1, 216–31.CrossRefGoogle Scholar
Schwarz, B. B., Hershkowitz, R. & Prusak, N. (2010). ‘Argumentation and mathematics’. In Howe, C. & Littleton, K. (eds.), Educational Dialogues: Understanding and Promoting Productive Interaction (pp. 115–41). London: Routledge.Google Scholar
Schwarz, B. B., Neuman, Y. & Biezuner, S. (2000). ‘Two “wrongs” may make a right … if they argue together!Cognition & Instruction, 18(4), 461–94.CrossRefGoogle Scholar
Schwarz, B. B., de Groot, R., Mavrikis, M. & Dragon, T. (2015). ‘Learning to learn together with CSCL tools’. international Journal of Computer-Supported Collaborative Learning. 10(3), 239–71.CrossRefGoogle Scholar
Schwarz, B. B., Neuman, Y., Gil, J. and Ilya, M. (2003) ‘Construction of collective and individual knowledge in argumentative activity’. Journal of the Learning Sciences, 12(2), 219–56.CrossRefGoogle Scholar
Schwarz, B. B., Perret-Clermont, A.-N., Trognon, A. & Marro, P. (2008). ‘Learning processes within and between successive activities in a laboratory context’. Pragmatics and Cognition, 16(1), 5787.Google Scholar
Schwarz, B. B., Schur, Y., Pensso, H. & Tayer, N. (2011). ‘Perspective taking and argumentation for learning the day/night cycle’. International Journal of Computer Supported Collaborative Learning, 6(1), 113–38.CrossRefGoogle Scholar
Sekiguchi, Y. (2002). ‘Mathematical proof, argumentation, and classroom communication: from a cultural perspective’. Tsukuba Journal of Educational Study in Mathematics, 21, 1120.Google Scholar
Sfard, A. (2008). Thinking as Communicating. Cambridge University Press.CrossRefGoogle Scholar
Sfard, A. & Linchevski, L. (1994). ‘The gains and pitfalls of reification – the case of algebra’. Educational Studies in Mathematics, 26, 191228.CrossRefGoogle Scholar
Shane-Sagiv, C. (2011). ‘Effort after meaning in the history classroom’. PhD thesis, Hebrew University of Jerusalem.Google Scholar
Shayer, M. & Adey, P. (1993). ‘Accelerating the development of formal operational thinking in high school pupils. IV: Three years on after a two-year intervention’. Journal of Research in Science Teaching, 30(4), 351–66.CrossRefGoogle Scholar
Shor, I. (1992). Empowering Education. University of Chicago Press.CrossRefGoogle Scholar
Shor, I. (1999). Education Is Politics: Critical Teaching across Differences (K-12), Vol. 1. Portsmouth, NH: Boynton-Cook/Heinemann.Google Scholar
Shor, I. & Freire, P. (1987). A Pedagogy for Liberation: Dialogues on Transforming Education. South Hadley, MA: Bergin & Garvey.Google Scholar
Sinatra, G. M. & Broughton, S. H. (2011). ‘Bridging reading comprehension and conceptual change in science: the promise of refutation text’. Reading Research Quarterly, 46(4), 374–93.CrossRefGoogle Scholar
Sinclair, J. & Coulthard, M. (1975). Towards an Analysis of Discourse. Oxford University Press.Google Scholar
Sins, P. H. M., Savelsbergh, E. R., van Joolingen, W. R. & van Hout-Wolters, B. H. A. M. (2011). ‘Effects of face-to-face versus chat communication on performance in a collaborative inquiry modeling task’. Computers & Education, 56(2), 379–87.CrossRefGoogle Scholar
Sitri, F. (2003). L’objet du débat: La construction des objets de discours dans des situations argumentatives orales [The Object of Debate: The Construction of Discursive Objects in Situations of Oral Argumentation]. Paris: Presses Sorbonne Nouvelle.Google Scholar
Sivashanker, K. (2013). ‘Cyberbullying and the digital self’. Journal of the American Academy of Child & Adolescent Psychiatry, 52(2), 113–15.Google ScholarPubMed
Skinner, B. F. (1961). ‘Teaching machines’. Scientific American, 205, 90112.CrossRefGoogle ScholarPubMed
Slakmon, B. (2015). ‘The emergence of the dialogic dimension in the philosophy classroom’. PhD thesis, Hebrew University of Jerusalem.Google Scholar
Slakmon, B. & Schwarz, B. B. (2014). ‘Disengaged students and dialogic learning: the role of CSCL affordances’. International Journal of Computer- Supported Collaborative Learning, 9(3), 157–83.CrossRefGoogle Scholar
Sofer-Vital, S., Schwarz, B. B. & Butler, R. (2012). ‘Achievement goals, argumentation and conceptual change in science’. Paper presented at the 8th International Conference on Conceptual Change, University of Trier, Germany.Google Scholar
Sohmer, R. E. (2000). ‘“A page so big no one can fall off”: apprenticeship as the architecture of intersubjectivity in an after-school science program for inner city middle school students’. Dissertation Abstracts International, 61, 928.Google Scholar
Solomon, Y. & O’Neill, J. (1998). ‘Mathematics and narrative’. Language and Education, 12(3), 210–21.CrossRefGoogle Scholar
Stampfer, S. (1995). The Lithuanian Yeshiva in Its Emergence. Jerusalem: Merkaz Zalman Shazar [in Hebrew]. Stanford Encyclopedia of Philosophy (2015). Stanford University.Google Scholar
Stegmann, K., Wecker, C., Weinberger, A. & Fischer, F. (2012). ‘Collaborative argumentation and cognitive elaboration in a computer-supported collaborative learning environment’. Instructional Science, 40(2), 297323.CrossRefGoogle Scholar
Stegmann, K., Weinberger, A. & Fischer, F. (2007). ‘Facilitating argumentative knowledge construction with computer-supported collaboration scripts’. International Journal of Computer-Supported Collaborative Learning, 2(4), 421–47.CrossRefGoogle Scholar
Stein, N. L. & Albro, E. R. (2001). ‘The origins and nature of arguments: sStudies in conflict understanding, emotion, and negotiation’. Discourse Processes, 32(2–3), 113–33.CrossRefGoogle Scholar
Stein, N. L. & Miller, C. A. (1993). ‘A theory of argumentative understanding: relationships among position preference, judgments of goodness, memory and reasoning’. Argumentation, 7(2), 183204.CrossRefGoogle Scholar
Stokoe, E. H. (2000). ‘Towards a conversation analytic approach to gender and discourse’. Feminism & Psychology, 10, 552–63.CrossRefGoogle Scholar
Suler, J. (2004). ‘The online disinhibition effect’. Cyberpsychology & Behavior, 7, 321–6.CrossRefGoogle ScholarPubMed
Suthers, D. D. (2003). ‘Representational guidance for collaborative inquiry’. In Andriessen, J., Baker, M. & Suthers, D. (eds.), Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments (pp. 2746). Dodrecht: Kluwer.CrossRefGoogle Scholar
Suthers, D. D. & Weiner, A. (1995). ‘Groupware for developing critical discussion skills’. Available online at: www-cscl95.indiana.edu/suthers.html.Google Scholar
Takano, Y. & Osaka, E. (1999). ‘An unsupported common view: comparing Japan and the US on individualism/collectivism’. Asian Journal of Social Psychology, 2(3), 311–41.CrossRefGoogle Scholar
Tannen, D. (1989). Talking Voices: Repetition, Dialogue, and Imagery in Conversational Discourse. Cambridge University Press.Google Scholar
Tannen, D. (1990). You Just Don’t Understand: Women and Men in Conversation. New York: Ballantine Books.Google Scholar
Tetlock, P. E. (1992). ‘The impact of accountability on judgment and choice: toward a social contingency model’. Advances in Experimental Social Psychology, 25, 331–76.CrossRefGoogle Scholar
Thompson, P. (2012). ‘Both dialogic and dialectic: “translation at crossroads”’. Learning, Culture and Social Interaction, 1, 90101.CrossRefGoogle Scholar
Thorley, N. R. & Treagust, D. F. (1987). ‘Conflict within dyadic interactions as a stimulant for conceptual change in physics’. International Journal of Science Education, 9, 203–16.CrossRefGoogle Scholar
Thurston, W. P. (1994). ‘On proof and progress in mathematics’. Bulletin of the American Mathematical Society, 30, 161–77.CrossRefGoogle Scholar
Tiruneh, D., Verburgh, A. & Elen, J. (2014). ‘Effectiveness of critical thinking instruction in higher education: a systematic review of intervention studies’. Higher Education Studies, 4(1), 117.CrossRefGoogle Scholar
Toulmin, S. (1958). The Uses of Argument. Cambridge University Press.Google Scholar
Toulmin, S., Rieke, R. & Janik, R. (1984). An Introduction to Reasoning (2nd edn.). New York: Macmillan.Google Scholar
Toulouse, E. (1910). Henri Poincaré (source biography in French), University of Michigan Historic Math Collection.Google Scholar
Trognon, A. (1993). ‘How does the process of interaction work when two interlocutors try to resolve a logical problem?Cognition and Instruction, 11(3–4), 325–45.CrossRefGoogle Scholar
Trognon, A. (1999). ‘Éléments d’analyse interlocutoire [Elements of Interlocutionary Analysis]’. In Gilly, M., Roux, J.-P. & Trognon, A. (eds.), Apprendre dans l’interaction [Learning in Interaction] (pp. 6994). Presses Universitaires de Nancy.Google Scholar
Trognon, A. & Batt, M. (2003). ‘Comment représenter le passage de l’intersubjectif à l’intrasubjectif? [How to represent the passage from the intrasubjective to the intersubjective?]’. L’Orientation Scolaire et Professionnelle, 32(3), 399436.CrossRefGoogle Scholar
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, 485521.CrossRefGoogle Scholar
Van Der Puil, C., Andriessen, J. & Kanselaar, G. (2004). ‘Exploring relational regulation in computer-mediated (collaborative) learning interaction: a developmental perspective’. Cyberpsychology and Behavior, 7(2), 183–95.CrossRefGoogle ScholarPubMed
Van Drie, J. & Van Boxtel, C. (2008). ‘Historical reasoning: towards a framework for analyzing students’ reasoning about the past’. Educational Psychology Review, 20(2), 87110.CrossRefGoogle Scholar
van Eemeren, F. H. & Grootendorst, R. (1984). Speech Acts in Argumentative Discussions. Dordrecht: Foris Publications.CrossRefGoogle Scholar
van Eemeren, F. H. & Grootendorst, R. (2003). A Systematic Theory of Argumentation: The Pragma-Dialectical Approach. Cambridge University Press.CrossRefGoogle Scholar
van Eemeren, F. H., Garssen, B., Krabbe, E. C. W., Snoeck Henkemans, A. F., Verheij, B., et al. (2014). Handbook of Argumentation Theory. Dordrecht: Springer.CrossRefGoogle Scholar
van Eemeren, F. H., Grootendorst, R., Henkenmans, F. S., Blair, J. A., Johnson, R. H., et al. (1996). Fundamentals of Argumentation Theory: A Handbook of Historical Background and Contemporary Developments. Hillsdale, NJ: Erlbaum.Google Scholar
Van Gog, T., Kester, L., Nievelstein, F., Giesbers, B. & Paas, F. (2009). ‘Uncovering cognitive processes: different techniques that can contribute to cognitive load research and instruction’. Computers in Human Behavior, 25, 325–31.Google Scholar
von Aufschnaiter, C., Erduran, S., Osborne, J. & Simon, S. (2008). ‘Arguing to learn and learning to argue: case studies of how students’ argumentation relates to their scientific knowledge’. Journal of Research in Science Teaching, 45, 101–31.CrossRefGoogle Scholar
von Glasersfeld, E. (1995). Radical Constructivism: A Way of Knowing and Learning. London: Falmer.Google Scholar
Vosniadou, S. (1994). ‘Capturing and modeling the process of conceptual change’. Learning and Instruction, 4(1), 4569.CrossRefGoogle Scholar
Vosniadou, S. & Brewer, W. F. (1992). ‘Mental models of the earth: a study of conceptual change in childhood’. Cognitive Psychology, 24, 535–85.CrossRefGoogle Scholar
Voss, J. & Means, M. (1991). ‘Learning to reason via instruction in argumentation’. Learning and Instruction, 1, 337–50.CrossRefGoogle Scholar
Voss, J. & Wiley, J. (1999). ‘Constructing arguments from multiple sources: tasks that promote understanding and not just memory for text’. Journal of Educational Psychology, 91(2), 301–11.Google Scholar
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes, eds. Cole, M., John-Steiner, V., Scribner, S. & Souberman, E.. Cambridge University Press.Google Scholar
Vygotsky, L. (1986). Thought and Language, ed. Kozulin, A.. Cambridge, MA: MIT Press.Google Scholar
Walbridge, J. (2011). God and Logic in Islam: The Caliphate of Reason. Cambridge University Press.Google Scholar
Walker, A. (2004). ‘Socratic strategies and devil’s advocacy in synchronous CMC debate’. Journal of Computer Assisted Learning, 20, 172–82.CrossRefGoogle Scholar
Walther, J. B. (1996). ‘Computer-mediated communication: impersonal, interpersonal and hyperpersonal interaction’. Communication Research, 23(1), 343.CrossRefGoogle Scholar
Walton, D. N. (1977). Appeal to Expert Opinion: Arguments from Authority. Philadelphia: Pennsylvania State University Press.Google Scholar
Walton, D. N. (1989). Informal Logic: A Handbook for Critical Argumentation. Cambridge University Press.Google Scholar
Walton, D. N. (1992a). Plausible Argument in Everyday Conversation. Albany: State University of New York Press.Google Scholar
Walton, D. N. (1992b). The Place of Emotion in Argument. Philadelphia: Pennsylvania State University Press.Google Scholar
Warren, B. & Rosebery, A. S. (1996). ‘“This question is just too, too easy!” Students’ perspectives on accountability in science’. In Schauble, L. & Glaser, R. (eds.), Innovations in Learning: New Environments for Education (pp. 97125). Mahwah, NJ: Erlbaum.Google Scholar
Wason, P. C. & Johnson-Laird, P. N. (1972). Psychology of Reasoning: Structure and Content. London: Batsford.Google Scholar
Weatherall, A. (2000). ‘Re-visions for gender and language research in the 21st century’. In Holmes, J. (ed.), Gendered Speech in Social Context: Perspectives From Town and Gown (pp. 3951). Wellington, NZ: Victoria University Press.Google Scholar
Webb, N. M. (1991). ‘Task-related verbal interaction and mathematics learning in small groups’. Journal for Research in Mathematics Education, 22, 366–89.CrossRefGoogle Scholar
Webb, N. M. (1995). ‘Constructive activity and learning in collaborative small groups’. Journal of Educational Psychology, 87, 406–23.CrossRefGoogle Scholar
Webb, N. M. (2009). ‘The teacher’s role in promoting collaborative dialogue in the classroom’. British Journal of Educational Psychology, 79, 128.CrossRefGoogle ScholarPubMed
Webb, N. M., Troper, J. D. & Fall, R. (1995). ‘Constructive activity and learning in collaborative small groups’. Journal of Educational Psychology, 87, 406–23.CrossRefGoogle Scholar
Webb, N. M., Franke, M. L., Turrou, A. C. & Ing, M. (2015). ‘An exploration of teacher practices in relation to profiles in small-group dialogue’. In Resnick, L. B., Asterhan, C. S. C. & Clarke, S. (eds.), Socializing Intelligence through Academic Talk and Dialogue (pp. 8798). Washington, DC: AREA.CrossRefGoogle Scholar
Webb, N. M., Franke, M. L., Ing, M., Chan, A., De, T. et al. (2008). ‘The role of teacher instructional practices in student collaboration’. Contemporary Educational Psychology, 33(3), 360–81.CrossRefGoogle Scholar
Webb, N. M., Franke, M. L., De, T., Chan, A. G., Freund, D., et al. (2009). ‘Teachers’ instructional practices and small-group dialogue’. Cambridge Journal of Education, 39, 4970.CrossRefGoogle Scholar
Weber, K., Inglis, M. & Mejia-Ramos, J. P. (2014). ‘How mathematicians obtain conviction: implications for mathematics instruction and research on epistemic cognition’. Educational Psychologist, 49, 3658.CrossRefGoogle Scholar
Wecker, C. & Fischer, F. (2014). ‘Where is the evidence? A meta-analysis on the role of argumentation for the acquisition of domain-specific knowledge in computer-supported collaborative learning’. Computers & Education, 75, 218–28.CrossRefGoogle Scholar
Wegerif, R. B. (2007). Dialogic, Education and Technology: Expanding the Space of Learning. New York: Springer.CrossRefGoogle Scholar
Wegerif, R. B. (2011). ‘From dialectic to dialogic’. In Koschmann, T. (ed.), Theories of Learning and Studies of Instructional Practice (pp. 201–21). New York: Springer Science.Google Scholar
Wegerif, R. B. (2013). Education in the Internet Age. New York: Routledge.Google Scholar
Wegerif, R. B. & Scrimshaw, P. (eds.) (1997). Computers and Talk in the Primary Classroom. Bristol, UK: Multilingual Matters.Google Scholar
Wegerif, R. B., Mercer, N., Dawes, L. (1999). ‘From social interaction to individual reasoning: an empirical investigation of a possible socio-cultural model of cognitive development’. Learning and Instruction, 9(6), 493516.CrossRefGoogle Scholar
Wegerif, R. B., Linares, J. P., Rojas-Drummond, S., Mercer, N. & Vélez, M. (2005). ‘Thinking together in the UK and Mexico: transfer of an educational innovation’. Journal of Classroom Interaction, 40, 40–8.Google Scholar
Weinberger, A. & Fischer, F. (2006). ‘A framework to analyze argumentative knowledge construction in computer-supported collaborative learning’. Computers & Education, 46, 7195.CrossRefGoogle Scholar
Weinberger, A., Fischer, F. & Stegmann, K. (2005). ‘Computer-supported collaborative learning in higher education: scripts for argumentative knowledge construction in distributed groups’. Proceedings of the 2005 Conference on Computer Support for Collaborative Learning: The Next 10 Years!CrossRefGoogle Scholar
Weinberger, A., Stegmann, K. & Fischer, F. (2010). ‘Learning to argue online: scripted groups surpass individuals (unscripted groups do not)’. Computers in Human Behavior, 26, 506–15.CrossRefGoogle Scholar
Weinberger, A. Marttunen, M., Laurinen, L., Stegmann, K. (2013). ‘Inducing socio-cognitive conflict in Finnish and German groups of online learners by CSCL script’. International Journal of Computer-Supported Collaborative Learning, 8(3), 333–9.CrossRefGoogle Scholar
Weinstock, M. (2011). ‘Narrative and relational argument orientations: knowledge-telling and knowledge-transforming in verdict justifications’. Thinking & Reasoning, 17, 282314.CrossRefGoogle Scholar
Weinstock, M., Neuman, Y. & Glassner, A. (2006). ‘Identification of informal reasoning fallacies as a function of epistemological level, grade level, and cognitive ability’. Journal of Educational Psychology, 98, 327–34.CrossRefGoogle Scholar
Weinstock, M., Neuman, Y. & Tabak, I. (2004). ‘Missing the point or missing the norms? Epistemological norms as predictors of students’ ability to identify fallacious arguments’. Contemporary Educational Psychology, 29(1), 7794.CrossRefGoogle Scholar
Wentzel, K. R., Barry, C. M. & Caldwell, K. A. (2004). ‘Friendship in middle school: influences on motivation and school adjustment’. Journal of Educational Psychology, 96(2), 195203.CrossRefGoogle Scholar
Wertsch, J. V. (1985). Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press.Google Scholar
Wertsch, J. V. (1991). Voices of the Mind: A Sociocultural Approach to Mediated Action. New York: Harvester Wheatsheaf.Google Scholar
Wertsch, J. V. (1993). ‘Commentary on Lawrence J. A. & Valsiner J., Conceptual roots of internalization: from transmission to transformation’. Human Development, 36, 168–71.Google Scholar
Wertsch, J. V. & Kazak, S. (2011). ‘Saying more than you know in instructional settings’. In Koschmann, T. (ed.), Theories of Learning and Studies of Instructional Practice (pp. 153–66). New York: Springer Science.Google Scholar
Wiley, J. & Voss, J. F. (1999). ‘Constructing arguments from multiple sources: tasks that promote understanding and not just memory for text’. Journal of Educational Psychology, 91(2), 301–11.CrossRefGoogle Scholar
Williams, D. (2004). Condorcet and Modernity. Cambridge University Press.CrossRefGoogle Scholar
Wineburg, S. S. (1991). ‘On the reading of historical texts: notes on the breach between school and academy’. American Educational Research Journal, 28, 495519.CrossRefGoogle Scholar
Wineburg, S. S. (2001). Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Temple University Press.Google Scholar
Wineburg, S. S. & Martin, D. (2004). ‘Reading and rewriting history’. Educational Leadership, 61(1), 42–5.Google Scholar
Wineburg, S. S., Martin, D. & Monte-Sano, C. (2011). Reading Like a Historian. New York: Teachers College Press.Google Scholar
Yackel, E. (2002). ‘What we can learn from analyzing the teacher’s role in collective argumentation’. Journal of Mathematical Behavior, 21, 423–40.CrossRefGoogle Scholar
Yackel, E. & Cobb, P. (1996). ‘Sociomathematical norms, argumentation and autonomy in mathematics’. Journal of Research in Mathematics Education, 27, 458–77.Google Scholar
Yarden, A. (2009). ‘Guest editorial – Reading scientific texts: adapting primary literature for promoting scientific literacy’. Research in Science Education, 39, 307–11.CrossRefGoogle Scholar
Yerushalmy, M. & Houde, R. A. (1986). ‘The geometric supposer: promoting thinking and learning’. Mathematics Teacher, 79, 418–22.CrossRefGoogle Scholar
Zajac, R. J. & Hartup, W. W. (1997). ‘Friends as co-workers: research review and classroom implications’. Elementary School Journal, 98, 313.CrossRefGoogle Scholar
Zohar, A. & Ben-David, A. (2008). ‘Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component’. Metacognition and Learning, 4, 177–95.Google Scholar
Zohar, A. & Nemet, F. (2002). ‘Fostering students’ knowledge and argumentation skills through dilemmas in human genetics’. Journal of Research in Science Teaching, 39, 3562.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • References
  • Baruch B. Schwarz, Hebrew University of Jerusalem, Michael J. Baker, Centre National de la Recherche Scientifique (CNRS), Paris
  • Book: Dialogue, Argumentation and Education
  • Online publication: 21 January 2017
  • Chapter DOI: https://doi.org/10.1017/9781316493960.010
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • References
  • Baruch B. Schwarz, Hebrew University of Jerusalem, Michael J. Baker, Centre National de la Recherche Scientifique (CNRS), Paris
  • Book: Dialogue, Argumentation and Education
  • Online publication: 21 January 2017
  • Chapter DOI: https://doi.org/10.1017/9781316493960.010
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • References
  • Baruch B. Schwarz, Hebrew University of Jerusalem, Michael J. Baker, Centre National de la Recherche Scientifique (CNRS), Paris
  • Book: Dialogue, Argumentation and Education
  • Online publication: 21 January 2017
  • Chapter DOI: https://doi.org/10.1017/9781316493960.010
Available formats
×