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UIDB/00183/2020
UIDP/00183/2020
DL 57/2016/CP1453/CT0066
PTDC/FER-FIL/28278/2017Does student-centered dialogical argumentation work in authentic classroom settings? Four experienced secondary teachers implemented an argument-based curriculum situated within the contexts of their four respective disciplines - language arts, history, science, and civic education. A mixed-method analysis showed that students who participated in the curriculum performed significantly better on a final argumentative essay, compared to control groups who studied the same content with the same teachers using customary methods. Teachers' interviews suggested additional effects including cognitive, metacognitive and socio-emotional skills. Discussion focuses on teachers' role within a dialogical curriculum and argumentation's applicability and efficiency as a transdisciplinary pedagogical method.publishersversionpublishe
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