Argument-based teaching
A necessary 21st-century pedagogical practice
Bibliographic Data
| ID | 21576278 |
|---|---|
| Authors | Chrysi Rapanta (0000-0002-9424-3286, Instituto de Filosofía, corresponding author) |
| Year | 2024 |
| Issue | 67 |
| Pages | 1-24 |
| Publication date | 2024-03-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educação Sociedade & Culturas (JOURNAL) |
| Journal identifiers | ISSN: 0872-7643 • E-ISSN: 2184-8408 |
| Publisher | University of Porto (PUBLISHER • PT) |
| DOI | 10.24840/esc.vi67.741 |
| OpenAlex | W4392905979 |
| Language | EN |
| Citations received | 2 |
| References cited | 42 |
21st-century teachers are required to embrace new, student-centred pedagogical practices that lead to direct student benefits as critical and democratic citizens. One of these pedagogies is argument-based teaching. This theoretical paper provides an overview of argument-based teaching and its main applications and benefits. A relation with 21st-century teaching is established through the concept of critical literacy, a metaliteracy competence promoted by argument-based teaching and learning. After an overview of national and international initiatives, recommendations for teacher education are provided, considering the complexity of argument pedagogical content knowledge
Democracy · Literacy · Mathematics education · Pedagogy · Political science · Politics · Sociology · Teaching method · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Educator Training and Historical Pedagogy · Psychology
Learning to Teach Argumentation
Collaborative reasoning
The tension between authoritative and dialogic discourse
Active‐Constructive‐Interactive
TAPping into argumentation
Translating the Icap Theory of Cognitive Engagement Into Practice
Toward a more dialogic pedagogy
A comparative analysis of international frameworks for 21 st century competences
Fostering students' knowledge and argumentation skills through dilemmas in human genetics
Dialogue, thinking together and digital technology in the classroom
Developing Norms of Argumentation
The Development of Argument Skills
The quality of talk in children's collaborative activity in the classroom
Arguing to Learn in Science
Interthinking
Dialogic teaching of controversial issues
An analysis of the forms of teacher-student dialogue that are most productive for learning
Above the law? The democratic implications of setting ground rules for dialogue
Supporting elementary students’ scientific argumentation with argument-focused metacognitive scaffolds (AMS)
Conceptualizing Dialogic Literary Argumentation
Historical Argumentation
Scientific argumentation and responsive teaching
Understanding the moral of the story
Capturing deliberative argument
Walton's types of argumentation dialogues as classroom discourse sequences
Formal dialogue models for argumentation in education and linguistics
Defining openness in teachers’ ‘open’ questions
Critical Thinking as Discourse
Those Who Understand
Argument as Conversation
A Place for Critical Literacy
Media literacy and information literacy
The Argumentation Rating Tool
Teacher professional development as a means of transforming student classroom talk
Can teachers implement a student-centered dialogical argumentation method across the curriculum
Coding empathy in dialogue
Potentially Argumentative Teaching Strategies-And How To Empower Them
Engaging Contemporary Issues as Practice for Citizenship
Influence of Oral Discussion on Written Argument
Thinking Critically about Critical Thinking
Supporting and Promoting Argumentation Discourse in Science Education
Online University Teaching During and After the Covid-19 Crisis
| Citations per year | 2 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |